How to improve writing skills for non english major freshmen at quang binh university

TABLE OF CONTENTS ACKNOWLEDGEMENT CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims of the study .3 1.3 Research questions .3 1.4 Scope of the study 1.5 Design of the study CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Prior studies related to the research 2.2 Definition of writing skill 2.3 The importance of writing skill 2.4 Writing skill integrated with other language skills 2.5 The process approach to writing 10 CHAPTER 3: METHODOLOGY 3.1 Partcipants 16 3.2 Questionnaire 16 3.3 Procedures 17 3.4 Data analysis methods .17 CHAPTER 4: FINDINGS AND DISCUSSION 4.1 Findings from questionnaires 18 4.2 Discussions .24 CHAPTER 5: RECOMMENDATIONS AND CONCLUSIONS 5.1 Summary 26 5.2 Recommendations 27 5.3 Limitations of the study 27 QUESTIONNAIRES REFERENCES ACKNOWLEDGEMENT During the process of completing scientific research report, I have received warmly help from my supervisor, teachers and students of Quang Binh University, family and friends First of all, I would like to show my deep gratitude to Ms Pham Thi Ha, Ph.D who directly guides me and give me useful advice and detailed comments in the preparation as well as the correction Besides, she always supported and created favorable conditions for me to complete perfectly this report Secondly, I would like to send my sincere thanks to the headmaster of Quang Binh University for giving a chance to talk and exchange idea with teachers and students I also send my special thanks to all teachers in Faculty of Foreign Language for contributing their ideas and experiences to help me enrich my report and limited knowledge in time of real survey at school Thirdly, I would like to express my deepest appreciation to my family especially my parents who always take care of me and empowed me to complete this report Lastly, I want to express my thanks to the students who were willing to spend their time participating on the questionnaires I also warmly thank to all my friends for their directly help and encouragement with source materials in writing process CHAPTER 1: INTRODUCTION 1.1 Rationale of study In communicative language learning, writing is one of the four basic language skills, and it holds a major part of learning a language There are numerous reasons why students might need or want to improve their writing skills in English Perhaps students need to take an English language exam, for example, TOEIC or IELTS Maybe they need to write essays in English, write letters to English friends or relatives Besides, good writers are more valuable in all areas of work No matter where they work, they will need to write They might write reports, emails, or long presentations The better their writing skills, the more responsibility they will be given After completing their secondary and higher secondary level, most students are not good at English, especially English writing skill The abovementioned reasons are the motivation for doing the scientific research entitled, “How to improve writing skills for Non - English major Freshmen at Quang Binh University” with the aim of responding to the urgent need for improving writing skills 1.2 Aims of the study Within six months, this research focuses on non - English major Freshmen at Quang Binh University This research helps students improve their writing skill with a good method From the above reason, the specific aims of the research are as follows: (1) By the end of this study, non - English major Freshmen are conscious of the importance of writing skills (2) This study aims to find out the writing problems of non - English major Freshmen at Quang Binh University (3) The study is also intended to share some recommendations that Freshmen can get to overcome those problems 1.3 Research questions In order to achieve the research aim, the study was designed to find out the answer to the following questions: What is the attitude of students towards writing skills? What are the obstacles that Freshmen have faced in learning writing skill? 1.4 Scope of the study The study focuses on improving writing skills for Non - English major Freshmen at Quang Binh University In fact, there are lots of various techniques to study English written It requires much of time and effort However, due to the limitation of time, resources and knowledge of mine as well as some other conditions, this study was carried out to find out some techniques to help them enhance their writing skills Forty five non - English major Freshmen at Quang Binh University were chosen as the main participants 1.5 Design of the study This study is divided into five chapters as follows: Chapter 1: Introduction In this chapter, the reseacher presents the rationale, aims of the study, the research questions, the significance of the research, the scope of the study and the organization of the researches Chapter 2: Literature review and theoretical background This chapter states a theoretical background with two main parts The first part contains the prior studies related to the current research The second is about the theoretical background It also includes the definition of writing skill, the importance of writing skills, writing integrated with other language skills, the process approach to writing Chapter 3: Methodology This chapter describes the research methodology used so as to achieve the objectives of the study It includes a brief description of the basic type of the research, participants in the study, data collection methods and data analysis Chapter 4: Findings and discussions This chapter presents the findings and discussions for the study, the difficulties in writing in English Chapter 5: Conclusions and recommendations This chapter summarizes the main points and provides recommendations, the limitations and suggestions for further research CHAPTER 2: LITERATURE REVIEW This chapter states a theoretical background with five main parts The first part contains the prior studies related to the current research The second is about the definition of writing skill The third is the importance of writing skills, the fourth is writing integrated with other language skills, and finally is the process approach to writing 2.1 Prior studies related to the research From the difficulties met by students in writing English, a number of studies have investigated to find out strategies and enhance writing skills Lamberts (1999) put into practice a course to assist twelfth grade honors English student’s writing skills through conferencing The research consisted of thirteen students who felt difficulties in writing The objectives of the program were to improve students’ abilities to write sentences that include transitions and sentence variety, and to improve their attitudes toward writing The researcher uses Stanford Achievement Test to give students’ scores (pre-post test) strategies mainly include shared learning, review conferences These approaches improved students’ writing skill effectively This study is useful for the present one as it gives a model of teacher student conference, which is helpful to the current suggested program Stone, Ashbaugh & Warfield (2002) studied the effects of repeated practice and contextual – writing experiences on college students’ writing skills The authous examined the effects of both general and task specific writing experiences on the college students’ writing skill development On the basis of theories of expertise development and a cognitive process theory of writing skill development the authors predicted that repeated practice would be associated with superior writing skills and that after controlling for repeated practice writing within a specific task domain would be associated with superior writing skills The results were consistent with the predictions Bassett et al (2001) in their study aimed at describing a course for improving writing skills The targeted sample students consisted of first and third graders in two middle class communities in the southern suburbs of Chicago The need for improving writing skills was documented through inspection, checklists, writing samples and surveys The suggested strategies for teaching writing skills were parents association, through newspapers and articles, using writing centers, the make use of of e-mail, letter writing, free option of topics, the sue of literature to read writing, author's chair, interactive journals or notebooks, allowing inventive spelling, cross curricular writing and encouraging at home writing Findings showed an increase in the targeted students` writing abilities, a positive attitude towards the writing process, an increased selfconfidence in the editing and revising of student work and increased parental involvement in the area of writing Franco (2008) conducted a study titled ‘Using Wiki-Based PeerCorrection to Develop Writing Skills of Brazilian EFL Learners’ The research was planned to investigate whether students' writing skill will be improved if shared learning strategies are applied in wikis Additional issues were examined, such as, the level of motivation and the development of social skills It is obvious that there are many researchers conducting research on writing skill and strategies to improve it However, there is still no researchers working on this issue with Non - English major Freshmen at Quang Binh University Therefore this is the reason why I conduct an investigation to find out the difficulties that Non - English major Freshmen at Quang Binh University who meet in learning writing Besides, some useful recommendations and strategies are hopefully given to minimize obstacles and hopefully the result from this research will be a useful reference for further research 2.2 Definition of writing skill Studying English as a foreign language cannot be separated from its macro skills Those are listening, speaking, reading, and writing All of those macro skills have their own difficulties to be mastered by the students Richards and Renandya (2002: 303) state that there is no doubt that writing is the most difficult skill for students Writing is one of the productive skills that involves producing language rather than receiving language Based on the Oxford Advanced Learner’s Dictionary (Hornby, 1995: 1383), writing is the activity or occupation of writing e.g books, stories, or articles However, transferring the thought in the form of written text is not an easy thing Langan (2001: 10) describes that many people find it difficult to the intense, active thinking that clear writing demands; it is frightening to sit down before a blank sheet of paper or a computer screen and know that an hour later, nothing on it may be worth keeping; it is frustrating to discover how much of a challenge; it is annoying to transfer thoughts and feelings from one’s head into words; and it is upsetting to find that an apparently simple writing subject often turns out to be complicated According to Hamp-Lyons (1990) in O’Malley, Michael, and Pierce (1996: 136), writing is a personal act in which writers take ideas or prompts and transform them into “self-initiated” topics It can be concluded that there are three elements in writing, i.e ideas, transformation, and topics In writing, the writer should gather ideas first and then transform the ideas into a topic Brown (2001: 335) also states that writing is the nature of the composing process of writing He says that writing is a process which consists of thinking (collecting ideas), drafting (writing), and revising (redrafting) that require specialized skills Writing does not only need some stages but it also has special conventions related to grammar, vocabulary, letter, words, and text-formation that are manifested by handwriting, spelling, layout and punctuation (Harmer, 2007: 323) Thus, to write well, the writer should pay attention to the conventions of writing above In line with Hamp-Lyons and Brown, Sokolik (2003) in Linse and Nunan (2006: 98) defines writing as a combination of process and product Writing needs both the process and the product In other words, writing is done through the process and resulted in a written product that is comprehensible to readers Langan (2001: 4) highlights the four basic principles that must be learnt by the students to write effectively: start with a clearly started point; provide logical, detailed support for the point; organize and connect the supporting materials; the revise and edit so that the sentences are effective and error-free Those previous explanations describe the effective teaching and learning of writing According to me, writing skill is specific abilities which help writers put their thoughts into words in a meaningful form and to mentally interact the message Writing skills help students gain independence, comprehensibility, fluency and creativity in writing 2.3 The importance of writing skill Writing skill is an important part of communication, students with good writing abilities have an edge over the others They generally score better than the other students as they can effectively convey what they have learnt in the written examination Whichever course you pursue in college, the importance of writing well cannot be undermined For example, an engineering student should have knowledge of technical writing as he/she may be required to write technical documents - in college, while training and after joining a job Similarly, a student of science might be required to write research papers For writing research papers, it is necessary that you are able to put forth the right facts and information Also, the research paper should be free from spelling and grammar errors If you are not a good writer, you will not be able to accomplish this task properly Good writing skills are also required for getting a job, be it a summer job, part-time job or a regular job after completing college These days, the employers look for good verbal and writing abilities in the candidates Every profession requires effective communication, and good-writing skill is necessary These are required for making presentations and reports and are handy for communicating through e-mails In short, if your writing skills are not very good, then you must learn these skills since that would prove very useful for your studies and future professions Writing is considered the most important language skill that students require for their personal development and academic success (Mukulu et al 2006) Similarly, Rao (2007) points out that writing strengthens students’ learning, thinkings and reflecting on the English language in their academics In addition, Ahmed (2010) notes that competence in writing helps students perform well in their academic programmes Moreover, being proficient in writing in English will enable students to be professional and action researchers in the future However, it has been noted that learning to master writing skills is aproblem students face at all levels of the education system Ong’ondo (2001) notes that writing skill is of major importance to students at all levels of the education system This is because most examinations and assignments learners at schools are mainly assessed through writing It is probably because of this crucial role in assessment that writing has been considered the most important skill that students require for their academic advancement This implies that learners should be helped to acquire skills that will enable them to express their ideas clearly and effectively in writing Kroll (2003) notes that improving the writing abilities of students has both academic and social implications He observes that helping students to write clearly, logically and coherently about ideas, knowledge and views will expand their access to higher education and give them an opportunity for advancement in the work force He further observes that the current trends of globalization and internet revolution have come to require proficiency in English language that goes beyond the spoken language embracing a variety of uses of the written language Among such uses include; writing of business letters, memos and telephone messages This further underscores the importance of learning writing skills However, there has been a considerable concern that majority of the students not develop the competence in writing they need to be successful in school, workplace, or their personal lives (Graham and Perin, 2007) 2.4 Writing integrated with other language skills There are four basic language skills namely: listening, speaking, reading and writing Ouma (2005) observes that the development of the four language skills is very important in every language classroom and that any inquiry into writing endeavours among students presupposes effective understanding of the other three skills Ikeguchi (1997) presented a lesson plan combining the teaching of writing with reading, speaking and listening The lesson was presented in three phases In the first phase students were allowed to choose any one topic that they were most interested in, and something that they wanted to know more about Then, they were asked to look for a short passage from a magazine or a newspaper article, and read thoroughly until they understood the content, and make a copy to bring to class The second phase was the interactive phase in which students who had chosen the same topic were called to sit together and form agroup They were then asked to take turns in reading each of their articles to the group members, while everybody else listened and then asked questions to clarify points that were unclear The third phase was the writing stage Students were asked to get back to their seats and write about the topic they had chosen to read The findings indicated that students were able to write freely and expressed themselves meaningfully in writing by English A study by Ogalo (2011) examined teaching techniques that enhance integration in the development of English language skills in secondary schools in Gatundu district, Kenya The findings of the study showed that teachers did not integrate the four language skills Respondents attributed the absence of integration of the four language skills to the large class size and time Listening and speaking were rarely given attention English language teachers used very few activities in their teaching and lecture technique was the most commonly used in teaching It was recommended that for the integration in the development of English language skills to be realized, teachers should use techniques such as: group work, discussion, dialogue, debate, questions and answer techniques Teachers need also to use a variety of activities which involve the students to participate such asgames, role-play, debate, and discussions It is with this perspective that the study sought to find out whether teachers adopted the integrated approach to the teaching and learning of essay writing skills Therefore, through previous researches, we can see that writing skill plays an important part in language skills It has an effect on the other language skills and student’ s language learning 2.5 The process approach to writing Recent approaches to writing have focused on the process rather than the end product of writing (Kelly & Graham, 1998; Nunan, 1989; Leki, 1991) The process approach was introduced in the mid-1960s According to Rohman, in this approach the writing is classified into three stages: 1) The pre-writing stage, that includes tasks that take place before writing 2) The drafting and writing stage 3) The re-writing stage, in which attention is paid to any grammatical, punctuation or spelling mistakes (Rohman, 1965) The process approach to writing also places more emphasis on writing skills (planning, revising and drafting) than on linguistic knowledge (spelling, grammar, punctuation and vocabulary) (Badger & White, 2000) Non - English major Freshmen at Quang Binh University therefore have to be taught writing through its process and stages such as planning, drafting, revising, editing and publishing in order to write freely and arrive at a product of good quality 2.5.1 Stages and activities of the process approach to writing Williams (2005) also mentions that all students involved in writing need to engage in the activities contained in the various stages of the process approach: namely, pre-writing stage activities such as brainstorming, collecting ideas, discussing; the drafting stage, and the revising and editing stages In addition, these activities can be used as many times as the writer needs (Tribble, 1996, 2003) In the process approach, the teaching of writing has begun to move away from a concentration on the written product to an emphasis on the process of 10 affects students’ study result and generates many difficulties in studying writing skill Vocabulary limitation also affects the learning’s results of other skills Problem 2: Students have not focused on learning grammar Through passing questionnaires, the second problem is that students have difficulties in studying grammar Besides vocabulary, grammar plays an important role in English as well as studying English Most of students often have mistakes about grammar when writing a passage This clearly expressed in the analysis on the students’ writing papers above Grammar limitation also affects the ability of using language in most of the students Problem 3: Students lack material sources to improve their writing skill One of the problems students usually have when studying English is lack of materials This will influence the learning’s result of students In some cases, when teachers not have time for teaching students ways of writing effectively, students can consult more on advanced books or other essential materials This leads to problem that many students have difficulties in ordering ideas in writing or lack of grammar knowledge In my opinion, beside three main problems above, students also lack time for learning writing skill At the moment, the time for learning English is little and it cannot afford the demanding Furthermore, the topics of writing lesson in textbook are difficult for students to I realizes that students have difficulties when dealing with the topics of writing lesson in textbook In fact, many topics require students a large source of vocabulary For example, students are asked to write a paragraph to describe the population in formation in the chart, or write a description about one of the popular celebrations in Viet Nam These topics seem difficult for students to write about 25 CHAPTER 5: CONCLUSION In this chapter, the researcher will come to the summary, and present some recommendations in the hope of helping non - English major Freshmen at Quang Binh University 5.1 Summary Writing is one of the indispensable things in studying English It is one of the language skills students have to learn in their learning process However, the result shows that many students are not aware of the importance of studying writing skill They even spent a little investment in this skill This leads to the low quality of studying writing skill in many high schools By observation and data analysis, the researcher describes the reality of students’ learning writing skill, and the main problems were pointed out Firstly, students are in shortage of vocabulary because their ways of learning is not really effective Secondly, students meet a lot of difficulties when facing with grammar structures because they spend a little time on studying as well as approaching necessary materials for grammar skill Thirdly, students are not interested in writing’s topics Fourthly, students not have many chances for being corrected Fifthly, students’ sources of materials are not various Lastly, the time for writing skill in high school is not enough for students to practice The results of research also reveal that many students made a lot of mistakes in writing English, especially in using preposition and verb tenses Students have not mastered the grammar structures and lacks of materials for research are the main reasons of this problem With the discovered causes, the researcher suggested some solutions to these problems like read books, play the games, create the vocabulary themes etc to increase vocabulary In addition, learning in group has been established for correcting errors and practice grammar Moreover, changing some parts in writing lessons help students feel less pressure when studying writingskill Furthermore, the researcher provides students with the sources of writing materials so that students can study better During the time doing this study, the researcher cannot avoid some limitations The researcher does not have much chance to attend in all periods of writing in class Moreover, the problems and solutions in this research are limited Therefore, the study will not be able to give conclusive evidence 26 Anyway, I hope this study may provide students with suitable ways of learning, and then help them obtain the improvement of writing and get more interested in learning writing skill as well 5.2 Recommendations It is not very easy to draw general recommendations based on the findings of this study that investigated a small group of participants; however, relevant solution or suggestion may support to some extent - To enrich vocabulary, learners should spend some amount of their time based on their limitations They should follow a good ESL learners’ English to English Dictionary such as Oxford Advanced Learner’s Dictionary to look up the meaning of unknown and difficult words In addition, they should maintain a diary to note down the usage of these words - Motivation and attitude are not only related to the learners, but to the teacher him/herself Curriculum design should be revised for non-departments students The questions set for the exams should be creative, not repetitive Improving writing problems should be treated as a long-term job - Feedback is intended to help our students improve their own writing The weak students should be divided into small groups and put under the supervision of the teachers for the whole period of their study at the university It is always helpful to encourage students to use different activities and strategies to improve their writing, e.g keep a journal, poster presentation, use a word processor, etc The English teachers need to spend a great deal of time checking, marking and giving feedback to their students - Check writing carefully After students have written something in English, they should always read it again, either straight away or the next day When they this, they will probably see a few mistakes that they didn’t notice when they were writing it Checking the spelling, grammar and vocabulary – have we used a particular word many times? Can we think of another way to say it? - Write about different topics If students write about the same thing every day, they could become very bored and they might end up using the same words and phrases over and over again! It is a good idea to find different topics to write about as this will help to widen their vocabulary and will be much more interesting for them Writing about something you read in a newspaper or watched on TV is a good starting point 27 - Do homework Freshmen’s teacher probably gives them writing homework to It is really important that they all your homework as their teacher knows their level of English and will be able to give they good advice on which parts of writing they need to improve most (e.g vocabulary, spelling, grammar) This is extremely important if you are planning to take an English language exam Some strategies to help Freshmen improve their writing skills: - Brainstorm ideas and write them all down, then narrow selections one at a time - Dictate your words into a tape recorder, then type them up or use a speech-to-text software program - Take note, write down each of your ideas on a topic - Make an outline or use a graphic organizer or mind map to help structure writing projects - Write a first draft of the written assignment and then show it to the teacher before it is due so that he/she can make suggestions and give input before you turn in the final draft 5.3 Limitations of the study The research was conducted on a small group where forty five students took part in the investigation process, another limitation of the study is that the students’ data is collected through questionnaire Through the questionnaire, the findings reflectmere opinions of students about their problems in writing Interview of the students could have been more helpful to collect appropriate data The findings of this study not have the required authenticity to be generalizable Another demerit of the study was that I just found out teachers' opinions about causes of students writing problems However, the study does not reflect what teachers in the classroom based on these problems So, further extensive research through classroom observation is required to validate the outcomes of this study All in all, the study has tried to identify major writing problems of nonEnglish major freshmen students at Quang Binh University It has been also found that grammatical weakness, less practice, lack of motivation and educational background were the main reasons behind the weakness of nonEnglish major students To overcome those problems, students need the proper 28 guidelines, and at the same time students have to find outtheir own writing problems to become a good writer 29 APPENDIX QUESTIONNAIRES RESEARCH QUESTIONNAIRE (FOR STUDENTS) The questionnaire aims at collecting information for the research on the topic “How to improve writing skills for non - English major Freshmen at Quang Binh University” All the information collected is the purpose of the research only Please read the question and choose answer In some questions, more than one choice is acceptable Thank you very much for your cooperation! Part I: Personal information 1, Class: 2, How long have you learnt English: A, years B, 7-10 years C, Above 10 years Part II: Invesgating questions Question 1: Do you like writing English very much? A Strongly agree B Agree C Neutral D Disagree E Strongly disagree Question 2: Can you write an essay with any topics easily? A Yes B No Question 3: Are you satisfied with your English writing skills? A Strongly agree B Agree C Neutral D Disagree E Strongly disagree Question 4: Do you feel confident in your ability to express your ideas in writing? A Yes B No 30 Question 5: Do you like the way in which you are taught to improve your English writing skills? A Yes B No Question 6: How much time you spend on self study writing at home? A Write to 30 minutes B Over 30 minutes to over one hour a day C Over one hour a day D Not self study at home Question 7: What you before starting to write? A List and choose the main ideas B Discuss with your friends C.Get information from the Internet or books D Do nothing, just write naturally Question 8: Except for your textbook, what materials you have for writing? A Vocabulary or grammar books B Books with advanced exercises for writing C Books with the sample works D Nothing E Other ideas Question 9: Do you like the English language courses for developing your writing skills? A Yes B No Question 10: What factors are needed for non - English major Freshmen to develop their writing skills? A Writers’ motivation B Background knowledge C Teaching methods D Other ideas 31 Question 11: What should you to improve your writing skills? A Should practice writing English at school and at home B Should use more strategies in writing C Should enrich your vocabulary D Others Question 12: Do you have goals to improve your writing skills in the future? What are they? If no, why? A Yes  B, No  Question 13: What difficulties you meet when studying writing skills? Question 14: When you are given homework of writing, you will? 32 CÂU HỎI ĐIỀU TRA (DÀNH CHO SINH VIÊN) Mục đích việc phát phiếu câu hỏi điều tra để thu thập số liệu, thông tin cho đề tài nghiên cứu “Phương pháp phát triển kỹ viết cho sinh viên năm thứ khơng chun trường Đại học Quảng Bình” Tất thông tin thu thập nhằm mục đích nghiên cứu Xin vui lịng đọc câu hỏi chọn câu trả lời Trong số câu hỏi, bạn chọn nhiều đáp án Cảm ơn hợp tác bạn! Phần 1: Thông tin cá nhân 1, Lớp: 2, Thời gian bạn học Tiếng Anh (Tính đến thời điểm tại) A, năm B, - 10 năm C, Trên 10 năm Phần 2: Câu hỏi điều tra Câu hỏi 1: Bạn thích tiếng Anh? A Hoàn toàn đồng ý B Đồng ý C Trung lập D Khơng đồng ý E Hồn tồn khơng đồng ý Câu hỏi 2: Bạn viết viết cách dễ dàng với chủ đề nào? A Đúng B Sai Câu hỏi 3: Bạn hài lịng với kỹ viết bạn? A Hồn tồn đồng ý B Đồng ý C Trung lập D Không đồng ý E Hồn tồn khơng đồng ý Câu hỏi 4: Bạn có tự tin khả diễn đạt ý tưởng viết khơng? A Có B Khơng 33 Câu hỏi 5: Bạn có thích phương pháp mà bạn dạy để nâng cao kỹ viết tiếng Anh khơng? A Có B Khơng Câu hỏi 6: Bạn dành thời gian để tự học viết Tiếng Anh nhà? A Viết khoảng 30 phút ngày B Viết 30 phút đến tiếng ngày C Viết tiếng ngày D Khơng học Câu hỏi 7: Bạn thường làm trước viết? A Liệt kê chọn ý B Thảo luận với bạn bè C Lấy thông tin từ mạng Internet sách D Khơng làm cả, viết cách tự nhiên Câu hỏi 8: Ngoài sách giáo khoa, bạn có thêm tài liệu cho môn viết? A Sách từ vựng ngữ pháp B Sách tập nâng cao cho môn viết C Sách có viết mẫu D Khơng có sách sách giáo khoa E Ý kiến khác Câu hỏi 9: Bạn có thích khóa học tiếng Anh giúp nâng cao kỹ viết khơng? A Có B Khơng Câu hỏi 10: Theo bạn nhân tố sinh viên năm không chuyên cần để nâng cao kỹ viết tiếng Anh? A Động lực thúc đẩy người viết B Nền tảng kiến thức C Phương pháp giảng dạy D Ý kiến khác Câu hỏi 11: Bạn nên làm để nâng cao kỹ viết? A Nên luyện tập viết tiếng Anh trường nhà 34 B Nên sử dụng nhiều chiến lược khác viết C Nên tăng vốn từ vựng D Ý kiến khác Câu hỏi 12: Trong tương lai bạn có mục tiêu để nâng cao kỹ viết bạn khơng? Đó gì? Nếu khơng có sao? A Có  B Không  Câu hỏi 13: Những khó khăn bạn gặp phải viết tiếng Anh? Câu hỏi 14: Khi bạn có tập nhà môn viết tiếng Anh, bạn sẽ: 35 REFERENCES [1] Ahmed, A (2010).Students’ problems with cohesion and coherence in EFL essay writing in Egypt: Different perspectives Literacy Information and Computer Education Journal (LICEJ), 1, 219-221 [2] A.S Hornby, Oxford Advanced Learner’s Dictionary of Current English, Oxford: Oxford University Press, 1995, p 1383 [3] Badger, R & White, G (2000).A Process genre approach to teaching writing ELT Journal, Vol.54:153-160 [4] Brown, D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition New York: Pearson Education [5] Brookes,I, Marshall, M (2004) Good writing guide, New York; Harap Publishers Ltd [6] Caroll, R T (1990) Students Success Guide – Writing Skills [Accessed 18th March 2015] [7] Elbow, P (1975) Writing without teachers, New York, NY: Oxford University Press [8] Forcese, D.P & Richer, S (1973).Social Research Methods Englewood Cliffs: Prentice Hall [9] Fahmida, B (2010) Bangladeshi Tertiary Students’ Common Errors in Academic Writings http://dspace.bracu.ac.bd/handle/10361/252 [10] Graham, S.,&Perin, D (2007).A Meta-analysis of writing instruction for adolescent stu-dents Journal of education research, Vol 99,445-476 [11] Langan, J (2001) College Writing Skill (6th ed.) 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All the information collected is the purpose... motivation for doing the scientific research entitled, ? ?How to improve writing skills for Non - English major Freshmen at Quang Binh University? ?? with the aim of responding to the urgent need for. .. major Freshmen at Quang Binh University Therefore this is the reason why I conduct an investigation to find out the difficulties that Non - English major Freshmen at Quang Binh University who