The application of group work to teaching writing at the center for foreign studies at nong lam university

VIETNAM NATIONAL UNIVERSITY-HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE THE APPLICATION OF GROUP WORK TO TEACHING WRITING AT THE CENTER FOR FOREIGN STUDIES AT NONG LAM UNIVERSITY @@@ Submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGUYỄN NGỌC MINH THƯ Supervised by LÊ THỊ THANH, Ph.D HO CHI MINH CITY, JULY 2013 ACKNOWLEDGEMENT I would like to express my deepest gratitude to my thesis supervisor, Ms Le Thi Thanh, Ph.D who read my manuscripts with care and patience, giving me insightful comments, enthusiastic guidance and constructive suggestions I am grateful to her for her kindness, encouragement, understanding and sympathy If it had not been for her valuable support both mentally and emotionally, I would not have finished the thesis Besides my supervisor, I would like to thank all my devoted instructors who taught me a great deal during the postgraduate course and gave me the inspiration to pursue my professional development My special thanks must go to my mother, Ms Phạm Thị Minh Loan, who is my first and also greatest teacher in my life as well as profession She has always supported me when I am confused, encouraged me when I am down and inspired me throughout the process Her endless love, constant care and enormous sacrifice have always been a great source of encouragement for me to move ahead in my life I am also deeply indebted to my beloved aunt, Ms Phạm Thị Minh Kha, who has urged me to take the M.A course and supported me throughout my study at USSH She has always given me valuable advice on my teaching career Last but not least, I would like to thank the teachers and students who were willing to participate in my thesis, without whom the thesis would not have been possible ii STATEMENT OF ORIGINALITY I certify my authorship of the Master’s Thesis in TESOL submitted today entitled: “THE APPLICATION OF GROUP WORK TO TEACHING WRITING AT THE CENTER FOR FOREIGN STUDIES AT NONG LAM UNIVERSITY” In terms of the Statement of requirements for Theses in Masters’ Programs issued by the Higher Degree Committee of Department of English Linguistics and Literature, University of Social Sciences and Humanities, Vietnam National University of Ho Chi Minh City Ho Chi Minh City, July 2013 Signature NGUYỄN NGỌC MINH THƯ iii RETENTION AND USE OF THE THESIS I hereby state that I, NGUYỄN NGỌC MINH THƯ, being a candidate for the degree of Master of Arts (TESOL), accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the Library In terms of these conditions, I agree that the original of my Master’s thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the library for the care, loan and reproduction of theses Ho Chi Minh City, July 2013 Signature NGUYỄN NGỌC MINH THƯ iv TABLE OF CONTENTS TITLE PAGE … i ACKNOWLEDGEMENT ….ii STATEMENT OF ORIGINALITY …iii RETENTION OF USE ….iv TABLE OF CONTENTS ….v LIST OF ABBREVIATIONS ….x LIST OF TABLES …xi LIST OF CHARTS………………………………………….…………………………………………………… xii LIST OF FIGURES xiii ABSTRACT xiv CHAPTER 1: INTRODUCTION……………… …… …………………….…… 1.1 BACKGROUND TO THE STUDY………………….……………… …… 1.2 TEACHING AND LEARNING WRITING AT NLU-CFS……………… 1.2.1 The Nong Lam University- Center for Foreign Studies………………… 1.2.2 The current situation of teaching and learning writing at NLU-CFS………4 1.2.3 The writing syllabus……………………………………………………… 1.3 THE PURPOSE OF THE STUDY…………………………………………… 1.4 RESEARCH QUESTIONS……………… ……………………………………7 1.5 SIGNIFICANCE OF THE STUDY…………………….…………………… 1.6 DELIMITATIONS OF THE STUDY…………… ………………………… 1.7 DEFINITION OF TERMS…………………………………………………… 1.8 ORGANIZATION OF THE STUDY…….…………………………………….9 CHAPTER 2: LITERATURE REVIEW 2.1 WHAT IS WRITING? ……………………………………………………….10 2.2 WHY DO WE NEED TO TEACH AND LEARN WRITING?………… 10 2.2.1 Writing for learning……………………………………………………… 10 2.2.2 Writing for writing…………………………………………………………11 v 2.3.WHAT ARE SOME MAIN PROBLEMS FACING WRITING LEARNERS? 2.3.1 Psychological problems……………………………………………………12 2.3.2 Cognitive and linguistic problems…………………………………………13 2.4 REVIEW OF APPROACHES RELATED TO TEACHING ESL WRITING 2.4.1 Audio-lingual method (ALM)…………………………………………….15 2.4.2 Controlled writing…………………………………………………………15 2.4.3 Guided writing…………………………………………………………… 16 2.4.4 Language-based writing………………………………………………… 17 2.4.5 The pattern/ product approach……………………………………………17 2.4.6 The communicative approach…………………………………………… 18 2.4.7 The process approach…………………………………………………… 18 2.4.8 Collaborative approach……………………………………………………19 2.5 THE WRITING PROCESS………… ……………………………………….20 2.6 GROUP WORK AND L2 WRITING……………………………………… 22 2.6.1 What is group work? …………………………………………………… 22 2.6.2 Grouping arrangements……………………………………………………22 2.6.2.1 Whole-class teaching…………………………………………………23 2.6.2.2 Individual work………………………………………………………24 2.6.2.3 Pair work ……………………………………………………………24 2.6.2.4 Group work………………………………………………………… 26 2.6.3 The advantages of group work…………………………………………….29 2.6.4 Drawbacks of group work…………………………………………………31 2.6.5 Group work in teaching writing skills………………………………… 32 2.6.6 Incorporating group activities in writing classes…………………………34 2.7 RECENT STUDIES RELATED TO WRITING AND GROUP WORK….37 2.8 SUMMARY ……………………………………………………………………38 CHAPTER 3: METHODOLOGY 3.1 RESEARCH QUESTIONS 39 vi 3.2 RESEARCH METHOD 39 3.3 RESEARCH DESIGN 40 3.4 RESPONDENTS TO THE STUDY 41 3.4.1 The learners 41 3.4.2 The teachers 43 3.5 DATA COLLECTION INSTRUMENTS …… …………………………….44 3.5.1 Learner questionnaire………………………………………………… 45 3.5.2 Teacher questionnaire ……………………………………………… 46 3.6 DATA COLLECTION PROCEDURE…………………………………… 47 3.7 SUMMARY ………………………………………………………………… 47 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF RESULTS 4.1 DATA ANALYSIS 48 4.1.1 Learners' responses to the questionnaire……………………………….48 4.1.1.1 Learners’ previous experience in learning English………… 48 4.1.1.2 Frequency of pair and group work in writing classes……… 50 4.1.1.3 Learners' attitudes towards the use of group work in writing classes……………………………………………………… 52 4.1.1.4 Learners' attitudes towards the advantages of group work in writing classes…………………………………………… 57 4.1.1.5 Learners' attitudes towards the disadvantages of group work in writing classes….………………………………………… 62 4.1.2 Teachers' responses to the questionnaire…………………………… 4.1.2.1 Teachers' evaluation of learners at NLU-CFS………………65 4.1.2.2 Frequency of using group work in writing classes………….67 4.1.2.3 Teachers’ attitudes towards the use of group work in writing classes…………………………………………………… 69 4.1.2.4 Teachers ' attitudes towards the advantages of group work in writing classes…………………………………………………73 vii 4.1.2.5 Teachers' attitudes towards the disadvantages of group work in writing classes…….………………………………………… 79 4.1.2.6 Teachers' suggestions on how to make good use of group work in writing classes……………………………………………81 4.2 DISCUSSION OF RESULTS 81 4.2.1 Regarding general evaluation of learners at NLU-CFS……………… 82 4.2.2 Regarding the frequency of using group work in writing classes……83 4.2.3 Regarding teachers and learners’ attitudes towards group work in writing classes……………………… …………………………… 84 4.2.4 Regarding teachers and learners' attitudes towards the advantages of group work in writing classes…………………………………………87 4.2.5 Regarding teachers and learners’ attitudes towards the disadvantages of group work in writing classes………………………………………89 4.3 SUMMARY 90 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION: 5.1 SUMMARY OF THE MAIN FINDINGS 92 5.1.1 Findings of research question 92 5.1.2 Findings of research question 93 5.2 PEDAGOGICAL IMPLICATIONS………………………………………… 95 5.3 RECOMMENDATIONS: 96 5.3.1 Recommendations to teachers 96 5.3.1 Concerning the use of mother tongue in doing group work………………… …………………………………… 96 5.3.1.2 Concerning the uncooperative and dominant group members…………………………………………………… 97 5.3.1.3 Concerning teachers’ role during group work ……………… 98 5.3.2 Recommendations to learners………………………………………….98 5.4 CONCLUSION 99 viii 5.5 LIMITATIONS OF THE STUDY………………………………………… 99 5.6 SUGGESTIONS FOR FURTHER RESEARCH 100 REFERENCES 101 APPENDICES 105 APPENDIX 1: Learner questionnaire (Vietnamese version) 105 APPENDIX 2: Learner questionnaire (English version) 109 APPENDIX 3: Teacher questionnaire 113 APPENDIX 4: Writing task ………………………………………………………117 ix LIST OF ABBREVIATIONS ESL : English as Second Language FLC : Foreign Language Center L2 writing : Second language writing NLU- CFS : Nong Lam University-Centers for Foreign Studies USSH : University of Social Sciences and Humanities x Ngoh, Sim Gek.(1991) Small group work in the classroom Guidelines, A periodical for classroom language teachers Republic of Singapore: SEMEO Regional Language Centre, Vol.13 No.1 (19:27) Nunan, D (1999) Second Language Teaching & Learning Canada: Heinle & Heinle Publishers Raimes, A.(1978) Controlled by the teacher, free for the students English Teaching Forum,16(1),2-7 Raimes, A.(1983) Techniques in teaching writing New York: Oxford University Press Raimes, A.(1985).What unskilled ESL students as they write: A classroom study of composing TESOL Quarterly, 19(2), p 229-258 Reid, J.(1993) Teaching ESL Writing NJ: Prentice Hall Regents Richards, J & C Lockhart.(1994) Reflective Teaching in Second Language Classrooms Cambridge Language Education Smalley, R.L & M.K Ruetten (1986) Refining Composition Skills Rhetoric and Grammar for ESL Students New York: Macmillan Publishing Company Taylor, B (1981) Content and written form: A two-way street TESOL Quarterly, 15(1), 5-13 Tran, Thi Thuy Hang (2008) Teaching writing communicatively to English language learners at the Nong Lam University, Center for foreign studies: An 103 experiment Unpublished thesis HCMC: University of Social Sciences and Humanities HCMC White, R.W.(1987) Writing Advanced Oxford: OUP @@@ 104 APPENDICES APPENDIX LEARNERS' QUESTIONNAIRE (VIETNAMESE VERSION) PHIẾU KHẢO SÁT (Dành cho học viên) *** Phiếu khảo sát nhằm mục đích thu thập liệu cho đề tài nghiên cứu “Ứng dụng làm việc nhóm vào việc giảng dạy môn viết Trung Tâm Ngoại Ngữ Đại Học Nông Lâm” Xin anh chị vui lòng cho biết ý kiến anh chị cách trung thực Ý kiến anh chị giữ kín sử dụng cho mục đích nghiên cứu Trân trọng cám ơn hợp tác anh chị (Xin lưu ý: “Làm việc theo nhóm” câu sau bao gồm làm việc theo cặp: câu 4,5,6,8,9,10,11,12) Thông tin cá nhân Tuổi :………………………… Học viên lớp: :………………………… Nghề nghiệp: :………………………… Giới tính:……………………………… Câu hỏi nghiên cứu 2.1.Kinh nghiệm học tiếng Anh trước Trước đăng ký khóa học này, anh chị: (có thể chọn nhiều câu trả lời ) a.đã học hệ năm tiếng Anh bậc phổ thông b học hệ năm tiếng Anh bậc phổ thơng c có A tiếng Anh d có B tiếng Anh e học tiếng Anh năm f chưa học tiếng Anh g học tiếng Anh … năm … (trung tâm hay đại học) 2.2 Tần suất làm việc nhóm: Trong trung tâm ngoại ngữ này, kỹ bạn thường làm việc theo cặp hay nhóm nhất? (đánh số thứ tự từ 1-4 , với kỹ thường làm việc nhóm nhất) a Nói …… b Đọc…… 105 c.Nghe…… d Viết …… Bạn thường làm việc lớp học viết theo hình thức nào? ( đánh số thứ tự từ đến , với hình thức thơng thường nhất) a với lớp…… b nhóm nhỏ (từ người trở lên) …… c theo cặp…… d làm việc …… 2.3.Thái độ học viên việc áp dụng hình thức làm việc theo nhóm 4.Bạn có nghĩ làm việc nhóm cách thức học tiếng Anh hiệu không? a Rất đồng ý b Đồng ý c Khơng có ý kiến d Không đồng ý e Rất không đồng ý 5.Bạn thường dùng ngôn ngữ thảo luận nhóm ? a Hầu hết tiềng Anh b Hầu hết dùng tiếng Việt c Hơn 50% tiềng Anh d Hơn 50% tiếng Việt 6.Bạn nghĩ việc tham gia vào hoạt động nhóm a Rất tích cực b Tích cực c Thụ động d Rất thụ động Tơi thích học lớp viết học (đánh số thứ tự từ đến , với hình thức bạn ưa thích nhất) a Cùng lớp ……… b Theo nhóm nhỏ (từ người trở lên) ……… c Theo cặp……… d Một ……… Bạn nghĩ hoạt động nhóm lớp học viết? a Rất hữu dụng b Hữu dụng c Khơng có ý kiến d Không hữu dụng e Vô dụng f Ý kiến khác: …………… Làm việc nhóm lớp học viết a giúp học nhiều b làm tơi học c khơng gây khác biệt việc học tơi 106 2.4 Lợi ích làm việc theo nhóm lớp học viết Vui lịng cho biết mức độ đồng ý hay khơng đồng ý bạn cách đánh dấu (3) vào lựa chọn gần với ý bạn 10 Làm việc theo nhóm lớp viết giúp Rất Đồng Khơng Khơng Rất tơi: đồng ý ý có ý đồng ý Khơng kiến đồng ý a khơi gợi nhiều ý tưởng b có nhiều từ vựng, cấu trúc câu hữu dụng c xếp ý tưởng cách lô gic d tự tin viết sau thảo luận đề tài e nhận lỗi sai cấu trúc, tả, ngữ pháp,v.v nhanh f chỉnh sửa viết hiệu g nghĩ đến mục đích giao tiếp viết h hướng đến đối tượng đọc viết j cải thiện khả viết thân 11 Làm việc nhóm lớp học viết Rất Đồng đồng ý Ý a Tơi phối hợp nhiều kỹ chẳng hạn: viết, nói , nghe, đọc b Tơi tự tin thể ý kiến tơi phải nói trước lớp c Tơi có động lực để cải thiện kỹ viết d Tôi cảm thấy thư giãn vui vẻ tơi làm việc e Tơi thân thiết với bạn lớp f.Tôi cảm thấy gắn bó với lớp g Tơi học nhiều từ bạn tơi h Tơi có trách nhiệm với việc học 107 Khơng có ý kiến Không đồng ý Rất Không đồng ý i Tôi tự tin giao tiếp với người j Tôi chuẩn bị tốt cho việc làm sống địi hỏi kỹ làm việc nhóm 2.5 Khó khăn làm việc theo nhóm lớp học viết 12 Hãy nghĩ nhóm bạn làm việc chung, Theo bạn Những bất lợi việc làm nhóm gì? ( bạn chọn nhiếu câu trả lời) Rất Đồng Không Không Rất Khơng đồng ý Ý có ý đồng ý đồng ý kiến a Chúng thảo luận chủ yếu tiếng Việt nên không thực tập giao tiếp tiếng Anh b Chúng không hiểu rõ hướng dẫn giáo viên c Vài thành viên không muốn tham gia vào thảo luận họ nhút nhát, ích kỷ hay đơn giản lười d Một vài thành viên nói q nhiều e Tơi khơng thấy mục đích việc làm việc nhóm f Làm việc nhóm thời gian h Ý kiến khác (xin nêu rõ): …………………………………………………………….…………………… TRÂN TRỌNG CÁM ƠN SỰ GIÚP ĐỠ CỦA CÁC BẠN ! 108 APPENDIX LEARNERS’ QUESTIONNAIRE (ENGLISH VERSION) *** This questionnaire is designed to collect data for the study about the application of group work to teaching writing at Center for Foreign Studies at Nong Lam University (NLU-CFS) Please answer the questionnaire below by circling, checking the appropriate choices or write your answers in the space provided Your answers will be anonymous and used for research purposes only I highly appreciate the time and thought that it takes to complete this questionnaire and thank you for your cooperation and contribution (Please note that “group work” in questions marked 4,5,6,8,9,10,11,12 includes pair work) Personal information Age :…………………………… Class :…………………………… Current job :…………………………… Gender: Male / Female: ………………… Questions for research: 2.1 Previous experience in learning English (Question 1) Before enrolling this course, you have:(you can choose more than one answer) a studied English for years at high school b studied English for years at high school c had an A-certificate in English d had a B-certificate in English e studied English less than year f never studied English before g studied English for …years at….(university or foreign language centers) 2.2.Frequency of working in pair and group work In this foreign language center, which skills you often work in pairs/ groups most? (Rank the following from to in order of frequency, with being the most frequently used form) a Speaking … b Reading…… c Listening…… d Writing …… 109 How you often work in writing classes? (Rank the following from to in order of frequency, with being the most frequently used form) a With the whole class … b in small groups … c in pairs… d independently … 2.3 Learners’ attitudes towards group work 4.Do you think that working in groups is one of the best ways to learn English? a Strongly agree b Agree c Neutral/ undecided d Disagree e Strongly disagree What language you often use in group work ? a Mostly English b Mostly Vietnamese c More than 50% in English d More than 50% in Vietnamese What you think of your participation in group work? a Very active b Active c Passive d.Very Passive I like to learn best in by studying (Rank the following from to in order of preference with being the idea you like best) a With the whole class……… b Individually ……… c In pairs ……… d In groups ……… How you feel about group work in writing classes? a Very useful b Fairly Useful c Undecided d Not very useful e Useless f Other comments: ……………………………………………………………………… Doing group work a causes me to learn more than I would on my own b causes me to learn less than I would on my own c makes no difference in my learning 2.5 ADVANTAGES OF USING GROUP WORK IN WRITING CLASSES Please express the degree of your agreement or disagreement by putting a tick (3) 110 to the choice which is most appropriate to you 10 Working in groups in writing classes helps me Strongly Agree agree a Generate more ideas than on my own b Have more vocabulary, useful sentence structures c Organize ideas more logically d Write with more confidence after discussing about the topic e Recognize errors in organization, spelling, grammar, etc faster f Edit the writing piece more efficiently g Think of the real purpose of writing for communication h Be more audienceoriented i Improve my individual writing 11 Doing group work in writing classes Strongly agree a I can integrate several skills such as: writing, speaking, listening, reading b I can be more confident to express my ideas than I would in front of the whole class c I become more motivated to improve my skills d I feel more relaxed and fun than working on my own e I can have better relationship with my classmates f I feel more connected with my class Agree 111 Neutral Disagree Strongly disagree Neutral Disagree Strongly Disagree g I can learn a lot from my peers (their ideas, experience, field of interests) h I am more responsible more my own learning i I become more confident in dealing with people j I can be better prepared for real life tasks requiring group work skills 2.5 Disadvantages of using group work in writing classes 12What are some common drawbacks of group work in writing classes? Please express the degree of your agreement or disagreement by putting a tick (3) to the choice which is most appropriate to you Learners’ views Strongly agree Agree Neutral Disagree Strongly disagree a We discussed mostly in Vietnamese so we can’t practise communicating in English b We don’t understand the teacher’s instruction clearly c Some members don’t want to participate in the discussion because they are shy, selfish, or just lazy d Some members are too talkative and want to take most control e I don’t see the purpose of working in groups f Working in groups is timeconsuming g Others (please specify):…………… …………………………………………………… Thank you for the thought and time You have put into completing this questionnaire! 112 APPENDIX TEACHER QUESTIONNAIRE *** This questionnaire is designed to collect data for the study about the application of group work to teaching writing at Nong Lam University-Center for Foreign Studies (NLU-CFS) Please answer the questionnaire below by circling, checking the appropriate choices or write your answers in the space provided Your answers will be anonymous and used for research purposes only I highly appreciate the time and thought that it takes to complete this questionnaire and thank you for your cooperation and contribution (Please note that “group work” in questions marked 5,6,7,8,10,11,12,13,14 includes pair work) PERSONAL INFORMATION Age: …… Gender: Male/ Female Years of teaching English:……… Qualification :…………………… QUESTIONS FOR RESEARCH 2.1 LEARNERS AT NLU CFS According to your experience, how would you describe the writing levels of learners in your class at NLU CFS? a Most are above average b Most are average c Most are below average d Writing levels vary greatly How would you describe the attitude of learners towards writing skills? a Most are positive b Most are neutral c Most are negative How would you describe learners’ participation in writing classes? a Most are very active b Most are active c Most are passive d Most are very passive 2.2 Frequency of organizing learners in pair and small groups In writing periods, how often you organize learners in the following ways? 113 (Please check one box for each line) Always/ Often Sometimes Almost always a I teach writing as a whole-class activity b I create small groups (more than learners) c I arrange learners in pairs d Learners work independently on an assigned task Rarely Never How often you use group work in the following steps?(Please check one box for each line) Always/ Often Sometimes Rarely Never Almost always A Pre-writing (discussing, generating ideas, outlining) B While-writing C Post-writing 2.3 Attitudes towards group work Do you think that working in groups is one of the best ways for learners to learn English? a Strongly agree b Agree c Undecided d Disagree e Strongly disagree What language learners often use in group work? a Mostly English b Mostly Vietnamese c More than 50% in English d More than 50% in Vietnamese What you think of learners’ participation in group work? a Most are very active b Most are active c Most are passive d Most are very passive Which form you think that learners like to learn best in writing classes? (Rank the following from to in order of preference with being the form learners like best) a With the whole class……… b Individually ……… c In pairs ……… d In small groups (of more than learners) ……… 10 Do you think that group work can have positive effects on learners’ interest in learning writing? 114 a.Yes b No If not, why ? (Please state your ideas ) …………………………………………………………… ………………………………………………………………………………………………………… If yes, to what extent you think group work can help enhance learners’ interest in studying writing? (please circle the most appropriate choice) 0-25% 25-50% 50-75% 75-100% 2.4 Advantages of using group work in writing classes Please check one box for each line from question 12-15 11.Working in groups in writing classes helps my learners Strongly Agree Neutral Disagree agree a Generate more ideas than on their own Strongly Disagree b Have more vocabulary, useful sentence structures c Organize ideas more logically d Write with more confidence after discussing a topic e Recognize errors in organization, spelling, grammar, etc faster f Edit a writing piece more efficiently g Think of the communicative purpose of writing h Be more audience-oriented i Improve their individual writing 12 Doing group work in writing classes, Strongly agree a Learners can integrate several skills such as: writing, speaking, listening, reading b Learners can be more confident to express their ideas than they would in front of the whole class c Learners become more motivated to improve their skills d Learners feel more relaxed and fun than they would on their own 115 Agree Neutral Disagree Strongly disagree e Learners can have better relationship with their classmates f Learners feel more connected with their class g Learners can learn a lot from their peers h Learners are more responsible for their own learning i Learners become more confident in dealing with people j They can be better prepared for real life tasks requiring group work skills 2.5 Disadvantages of using group work in writing classes 13 What are some common drawbacks of group work in writing classes? Strongly Agree Neutral Disagree agree a Learners’ use of native language Strongly disagree b Learners don’t understand the teacher’s instruction clearly c Some members don’t want to participate in the discussion because they are shy, selfish, or just lazy d Some members are too talkative and want to take most control domineering e Learners don’t see the purpose of working in groups f Working in group is time-consuming Other comments ………………………………………………………………………………………… 2.5 Suggestions on how to make good use of group work in writing classes 14 Could you please give some suggestions on how to make good use of group work in writing classes? ……………………………………………………………………………………………………………… Thank you for the thought and time You have put into completing this questionnaire! 116 APPENDIX WRITING TASK 117 ... submitted today entitled: ? ?THE APPLICATION OF GROUP WORK TO TEACHING WRITING AT THE CENTER FOR FOREIGN STUDIES AT NONG LAM UNIVERSITY? ?? In terms of the Statement of requirements for Theses in Masters’... writing in the context of the NLU-CFS 1.2 1.2.1 TEACHING AND LEARNING WRITING AT NLU-CFS: The Nong Lam University- Center for Foreign Studies: Center for Foreign Studies belonging to Nong Lam University. .. writing communicatively to English language learners at Nong Lam University, Center for Foreign Studies The thesis investigates factors that demotivate learners in studying writing These factors