SKKN the experience on using group writing to improve writing skills for 10th class at ba đình high school

TABLE OF CONTENTS 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 THANH HOA PROVINCE DEPARTMENT OF PART I: INTRODUCTION EDUCATION AND TRAINING Rationale of theBA Study ĐÌNH HIGH SCHOOL Aims of the Study The Participants Scope and Significance of the Study Method of the Study PART II: CONTENT I The Process Approach EXPERIENCE INITIATIVE II Group writing in foreign languages teaching Definition of Group writing Advantages of using group writing in improving writing skills for high school students Disadvantages of using group writing in improving writing skills for high school students How to organize group work THE EXPERIENCE ON USING GROUP Using group writing in the classroom WRITING TOstudy IMPROVE WRITING SKILLS FOR III Setting of the 10TH CLASS AT BA HIGH Description of the teaching andDINH learning EnglishSCHOOL at Ba Đình high school Description of English textbook 10 and writing lessons Findings Recommendations to overcome the difficulties in using group writing Some suitable activities for group writing Implementer: Nguyễn Thị Lan Anh PART III: CONCLUSION Conclusions Job title: Teacher Ba Đình high schoolstudy – Nga Sơn Limitations ofSchool: the and suggestions for further Experience initiative: English CANDIDATE’S STATEMENT THANH HOÁ 2021 1 2 2 4 5 9 9 11 12 13 18 18 18 19 PART I: INTRODUCTION Rationale of the Study To get good results in teaching process is the expectation of all teachers However, the ways to achieve it are not always easy This requires the teachers to have not only good qualities, deep knowledge about their subjects but also suitable methods to adapt in teaching In fact, in the late 20th century linguists, teachers and learners have witnessed the “birth” of a popular way in teaching foreign language, the socalled “Communicative Language Teaching” The approach focuses most on improving four basic skills for learners: Listening, Speaking, Reading and Writing Equally important to others, writing skill has been currently paid much attention to because writing is regarded as highly significant in civilized societies Through writing human beings transmit their needs, desires, problems, and thoughts as well as histories, cultures, social evolutions, advancement in technologies, etc…Writing is a means of connecting the past, the present and the future It can transcend space and time giving it the qualities of being eternal and international Realizing that fact, teachers should more researches to improve writing skill for learners, especially the high school students Traditionally, teachers often let students work individually or in pairs This led to both good and bad consequences The good one is that the student is more independent to express his ideas and knowledge However, it is no doubt that his writing contains a lot of errors, thus the result is unpleasing To meet the demand of learners of English, teachers of English in Vietnam have beentrying to find out the most suitable and effective method of teaching English They alwaystry to catch up with the world's latest frameworks of English Language Teaching.Therefore, as in other countries, teachers of English in Vietnam are now usingCommunicative Language Teaching Approach to teach English to learners of all levels.They hope that by using this teaching method, they can help their learners improve theirEnglish and use it effectively and fluently in communication The effort of this thesis is trying to encourage teachers in creating new methods in teaching writing skill for learners and to help students to learn writing subject more effectively Having students work in groups not only makes them more involved in learning but also give them opportunities to practise foreign language There are many reasons for choosing the study but the above reasons are the main ones that encourage us to choose the thesis: “The experience on using group writing to improve writing skills for 10 th class at Ba Đình high school” Aims of the Study The study is aimed at: - Investigating the situation of teaching and learning writing to the 10 th class at Ba Đình high school - Investigating the effectiveness and difficulties of using group work in teaching writing to the 10th class at Ba Đình high school - Providing some suggestions and implications for the improvement of writing teaching at Ba Đình high school by using group writing 3.The Participants In this individual research, the researcher will only focus on the effectiveness of applying CL principles in teaching writing skills to two large classes 10A, 10K at Ba Đình high school The writing activities are selected and adapted the text book The data collected from classroom observation, informal interviews and questionnaires are then analyzed by the researcher Scope and Significance of the Study The study is divided into three main parts The contents covered in each part are as follows: - Part I is the introduction which gives the rationale of the study, the objectives, the research questions, the scope, methods and organization of the study - Part II is the development of the study which comprises chapters Chapter presents the literature reviews of the study Chapter describes the process of implementation of the study such as data collecting and analyzing, findings and research discussing questions Chapter is devoted to pedagogical implications and suggestions for further study - Part III is the conclusion of the study Method of the Study The action research employs both quantitative method and qualitative method to analyze the collected data During speaking lessons on the basis of CL principles, classroom observation is made to note down the students’ attitude, participation and cooperation in groups, discussion and even conflicts, …The students are also interviewed to clarify their answers in the questionnaires previously done by themselves The collected information, thus, is more reliable and straightforward PART II: CONTENT I.The Process Approach Unlike the product approach, the process approach focuses on thinking and writingprocesses The product approach sees the language learners as creators of language, decisionmakers of the message and content (Brown 1994: 320) It is argued by Nunan (1991 : 87) thatwhile the product-oriented approach aims at developing the leamer's writing skill mainly atsentence-level, the process-oriented approach aims at language at discourse-level In the view of Hedge (1990), the process contains a lot of stages which can be illustrated asfollows: "being motivated to write - getting ideas together planning and outlining – makingnotes - making a first draft - revising replanning redrafting - editing and getting ready forpublication ", Meanwhile, according to Oshima and Hogue (1991), the writing processembraces essentially three steps: pre-writing, planning (outlining), writing, and revising drafts Each step involves certain kinds of task that the writers have to fulfill in order to construct agood piece of work * Pre-writing Pre-writing is any classroom activity that encourages the learners to write It stimulates thoughtsfor getting started It may include understanding the purpose of writing, discovering the topic,thinking about the audience, gathering information or inventing possible content Once thepossible content for writing has been explored, the writers will feel more confident to moveforward to the next stage * Planning In this stage, the learners organize the ideas they have generated The most efficient way to dothis is to make an outline - a plan in which the learners write down the main points and subpointsin the intended order * Drafting Once sufficient ideas have been gathered and plan already drawn, the first attempt at writing -drafting can proceed quickly At this stage, the writers are focqsed on the fluency of writing andare not preoccupied with grammatical accuracy or the neatness of the draft * Responding Responding to student writing has a central role to play in the successful implementation ofprocess writing It is a kind of oral or written intervention by teachers or peers or other possiblereaders after the writers have finished drafting This activity is intended to provide the studentsuseful information to improve their writing * Revising Revising is done on the basis of the feedback given in the responding stage The studentsreexamine what was written to see how effectively they have communicated their meanings tothe readers Revising is not just checking for language errors; it is done to improve the globalcontent and the organization of ideas so that the writer's intention is made clearer to the readers * Editing At editing stage, the students are engaged in tidying up their texts as they prepare the final draftfor evaluation by the teachers Editing is vital as it is not done for its own sake but as a part ofthe process of making communication as clear and unambiguous as possible to the reader * Evaluating In evaluating the student writing, teachers normally assign scores which may be analytical(based on specific aspects of writing ability), or holistic (based on a global interpretation of theeffectiveness of that writing) In order to be effective, the criteria for evaluation need to bemade known to the students in advance II Group writing in foreign languages teaching Definition of Group writing In 1991, Nunan states that group writing is a term referring to the way the teacher divides the students into groups to accomplish a writing task together Greenall (1984) suggests that group writing means a kind of cooperation among members of the class, who are divided into convenient –sized groups for the purpose of completing a writing task Advantages of using group writing in improving writing skills for high school students There are several good reasons for getting students to work in groups that were presented by Fries (1945:49) * Students are more involved In a whole-class activity, some students often take part in the activity much and they work really hard while others pay less or no attention to the writing task The teacher cannot monitor all the students at the same time To solve this problem, it is necessary for the teacher to divide class into small groups Working in groups encourages students to be more involved and to concentrate on the task Since all members have to make equal contribution to the work of groups, there is no time and no chance for lazy students to relax Group writing also enables the students to invest much on the task Generally, group writing promotes students’ responsibility and autonomy * Students help each other When the students work individually or in pairs, many problems will arise They may make mistakes because of using wrong grammatical structures, spelling or unsuitable word choices However, they can not realize by themselves Writing skill requires much accuracy in these factors One of the most appropriate solutions to these problems is using group writing The reason for this is that members of the group can show mistakes and provide each other with corrective feedbacks Therefore, all students will learn from each other’s mistakes Another reason is that idea and knowledge using to each writing task seems to flow best when they are exchanged Students in small groups have more opportunities to share or fulfill their opinions of the given writing topics or tasks * The teacher has more time to satisfy students’ requirements In classroom the teacher often acts as an instructor- controller and corrector However, while all members are working in their groups, it frees the teacher from her usual roles and she now freely goes around the class, observing the performance of individual students, giving help when needed What’s more, the teacher can also become a member in any group to help activity go smoothly in cases it gets into difficulty Disadvantages of using group writing in improving writing skills for high school students Besides advantages of group writing, Fries also stated three problems arising when students work in groups as follows * Students tend to use their mother tongue It is due to the fact that while all students are writing in small groups, some students often have difficulty expressing their ideas; they are unable or unwilling to activities in English or their groups get stuck Others are not under the observation of the teacher As a result, they will lapse into their native language easily The teacher should quickly realize this problem and try to find solutions as soon as possible Students have to be explained and clearly understood that group writing time enables them to practice using the target language effectively * Students are easy to make noise It is unavoidable that students in groups will make noise easily because they have chance to express their opinions for the writing task freely In addition, when students are not under teacher’s eyes, they may chat together and not concentrate on the task This causes lost of noise Good noise only appears in circumstances when some students try to talk more loudly than others to show their ability and knowledge or to draw the teacher’s notice * The teacher is difficult to control all groups at once Working in groups requires all members to pay attention to the task Nevertheless, when the teacher is explaining for some groups or devoting a little more time to slower students, the teacher can not know exactly what other groups are doing Some students will be out of order What should the teacher with a group that finishes the task early or with students who will not take part in activities in English? These cases prevent the teacher much from controlling the whole class Monitoring the class to work in groups successfully is not easy for the teacher How to organize group work 4.1 Group formation According to I- Jung (2004), frequently employed grouping methods includerandom, student- selected and teacher- selected groupings a Random grouping Random grouping is often used for in- class activities because of its readiness andconvenience Randomly assigned groups ignore the differences among students, such astheir language level, learning styles and abilities Random groups can be set up by seating arrangement, serial numbels given by theschool, counting off, using playing cards, giving out numbered pieces of paper, distributingcards with different categories on them and letting students group themselves according tothe category Random grouping is suitable for competitive review activities that not take a longtime It can help narrow the gap between the fast and slow students in the class b Student- selected grouping Student-selected grouping is probably the most preferred option by learners Students often cluster with good friends Students are more likely to participate in activitiesif they feel they are among friends When engaging in group work, learners feel morecomfortable taking risks, making mistakes, and enjoying themselves However, this runs the risk that groups will socialize too much and creates a situation where an "outsider" who joins this group may feel left out Also, it is possible that strongerlearners would assume the share of work for weaker ones c Teacher- formed grouping Teacher- formed grouping is acknowledged by most teachers as requiring the mostamount of careful planning When forming groups teachers take into account students'prior achievements, level of preparation, work habits, learning preferences and so forth Teacher- selected groups usually aim to achieve a heterogeneous mix Such a mixpromotes peer tutoring, helps to break down barriers among different type's of students, andencourages on- task behavior 4.2 Group size Size affects various aspects of group behavior and group functioning in some ways.The group size depends on the task type, the time available, and how skillful the groupmembers are.How big should groups be?The smaller the group, the more each member does and the less chance there is thatsomeone will be left out If time is short, smallergroups can usually an activity morequickly Smaller groups also require few group management skills Thus, when startingwith cooperative learning, groups of two or three may be best On the other hand, thesmaller the groups, the more groups there are, so the teacher has more monitoring to do,and the less practical it is to have groups reporting back 10 the class Four-member group is suggested by Honeyfield (1991), I-lung, (2004), Ngoh (1991) Four members in a group might lead to more interesting and challenging tasks, with a widerange of opinions being expressed, and more negotiation required for the group members toreach agreement Six should be the maximum number of participants in most small groups(Honeyfield, 1991; Ilung, 2004) Using group writing in the classroom Writing is seen as a process that comprises stages: pre - writing, while writing and post - writing 5.1 Group work in Pre - writing stage Prewriting activities are necessary for students because it helps students prepare ideas, materials and helps them explore many things on the given topic In this stage students are often asked to brainstorm, outline, debate and interview, it requires students take part in either oral or written activities By doing this, students can develop linguistic skills Group work in this stage is an effective way to assist students in generating, sharing and focusing ideas, planning the content and organizing the text 5.2 Group work in While - writing stage It is common that students often perform this stage individually However, group work can be useful in which each member is responsible for a certain part in the writing pieces 5.3.Group work in Post - writing stage This stage involves the procedures of giving feedbacks for the written version Feedbacks may be given by peers which can be done in groups or by teacher Peer correction is very important because it could help students develop their critical ability and understand how other readers respond to their writing III Setting of the study Description of the teaching and learning English at Ba Đình high school Description of English textbook 10 and writing lessons The textbook 10 was compiled following the communicative approach in whichcommunicative competence is emphasized The formation and development ofcommunicative skills are the most important objectives in teaching and learning.Therefore, the structure of each unit focuses on four skills: reading, speaking, listeningand writing Language knowledge such as phonetics, vocabulary and grammar areconsidered the means and condition to form and improve communicative ability 10 In combination with the communicative approach, the learner-centered approach is alsoadapted in order to promote students' activeness and creativeness The teacher is theorganizer and facilitator in the class To achieve the teaching objectives under the two approaches mentioned above, taskbasedteaching is the major method applied in the book In each lesson, tasks are statedclearly with different activities which provide students with opportunities to interact andcooperate The content of the book was designed under theme-based approach It is the successionand development of previous grades textbooks with 16 units covering different topicswhich were contextualized and developed naturally to attract and to help studentspractise communicative skills Each unit includes five items corresponding to fivelessons (five periods): reading, speaking, listening, writing and language focus Thereare consolidation units entitled "test yourself ” to help students revise and check theirachievement Writing is the last and the most challenging skill in each unit It is put after three otherskills because it is a productive skill and bases on other skills input The required competences and objectives of writing lesson in each unit are shown in the following table: Units A day in the life of… School talks People’s background Special education Technology and you An excursion The mass media Required tasks - Writing a narrative - Filling in a form - Writing about people’s background - Writing a letter of complaint - Writing a set of instructions - Writing a confirmation letter - Writing about advantages and disadvantages of the mass media The story of my village - Writing an informal letter: giving directions Undersea world - Describing information from a table 10 Conservation - Writing a letter of invitation 11 National parks - Writing a letter of acceptance or refusal 12 Music - Writing a profile 13 Films and cinema - Describing a film 14 The world cup - Writing an announcement 15 Cities - Describing a city 16 Historical places - Describing a chart Table 2: Checklist of writing tasks in English textbook 10 Findings 11 With the aim of studying how group writing is used to improve students’ writing skills This section presents the answers to the research questions given at the first part of the thesis Research question 1: How group work is used in the writing class of the 10 th class Ba Đình high school The researcher finds a satisfactory signal that most teachers at Ba Đình high school use the newest teaching method- communicative approach and apply in their writing class Teachers spend time letting students work and discuss in groups This is the positive point in teaching writing Most of the students like taking part in group writing because writing class is more exciting thanks to game- like activities, it encourages students’ participation and creates chances to exchange ideas and learn from each other Students often group writing all stages of a writing lesson, they tend to writing with eagerness The majority of teachers group students sitting next or near to each other because it was the quickest and simplest way or students who like to work together Research question 2: What facilitates and hinders the teachers in using group work in the writing class of the 10th class Ba Đình high school As can be seen from the study, group writing activities gave students more opportunities to practice the target language, which was pointed out by most of the teachers and the students A large number of the students revealed that they preferred working in groups in writing lessons as they were able to learn a lot from other group members Once the group tasks are given by the teacher, they are willing and eager to take part in This positive attitude towards group writing reassures the feasibility of using group work to improve writing skills Another point is that group work can lower students’ anxiety thanks to atmosphere They are not afraid to make mistakes Group writing is also beneficial for correction as feedback is instantaneous Students can realize the mistakes while they are writing through group members’ correction More importantly, group writing give students the chances to exchange ideas on the writing topic, so when they meet any difficulties in generating ideas or finding the words to express, connecting sentences, others can a favor Despite of certain benefits in group writing application, teachers and students at Ba Đình still face many difficulties in using group writing * Teachers’ difficulties 12 Most of the teachers surveyed find that using group work takes a lot of time, so the teachers sometimes not have enough time to finish all contents of the lesson During the process of writing in group, the teachers have to observe all the class, so they not have many chances to contact with each student and help those who learn badly and can’t control what they are doing Therefore, students can make mistakes or chat in Vietnamese Besides, some students are lazy and irresponsible whereas others are overwhelmed and dominate , so it is difficult for students to cooperate in completing group writing activity * Students’ difficulties Due to the nature of working in teams, groups can sometimes find that they are not working effectively and thus this negatively impacts on their progress, and their ability to be successful Some common problems identified by individuals working in teams are: the difficulty in choosing members, sometimes conflicts between group members when they not respect the ideas of other group members, some students are lazy and irresponsible so they not take care of what their group are doing, as the result tasks are not completed by deadline Some groups are lack of teachers’ help when necessary so they get confused to carry on their work Recommendations to overcome the difficulties in using group writing Realizing that fact, the teachers should consider the advantages that the use of group writing brings for writing teaching The teacher should then: * Regular observation It is necessary for the teacher to circulate among groups, watch the performance of students, remind them not to lapse into their native language, not to make too much noise and offer them suggestions as well * Clearly defined tasks As you would when making any writing assignment, explain the objectives of the group task and define any relevant concepts In addition to a well-defined task, every group needs a way of getting started, a way of knowing when its task is done, and some guidance about the participation of members Also explain how students will be graded Keep in mind that group work is more successful when students are graded against a set standard than when they are graded against each other (on a curve) *Be conscious of group size: 13 Ingeneral, groups of four or five members work best Larger groups decrease each member's opportunity to participate actively The less skillful the group members, the smaller the groups should be The shorter amount of time available, the smaller the groups should be * Provide mechanisms for groups to deal with uncooperative members Walvoord (1986) recommends telling the class that after the group task is completed, each student will submit to the instructor an anonymous assessment of the participation of the other group members: who did extra work and who shirked work If several people indicate that an individual did less than a fair share, that person could receive a lower grade than the rest of the group This system works, says Walvoord, if groups have a chance in the middle of the project to discuss whether any members are not doing their share Members who are perceived as shirkers then have an opportunity to make amends Perhaps the best way to assure comparable effort among all group members is to design activities in which there is a clear division of labor and each student must contribute if the group is to reach its goal * Ensure that individual student performance is assessed and that the groups know how their members are doing Groups need to know who needs more assistance in completing the assignment, and members need to know they cannot let others all the work while they sit back Ways toensure that students are held accountable include giving spot quizzes to be completed individually and calling on individual students to present their group's progress * Create assignments that fit the students' skills and abilities * Set up "competitions" among groups Some suitable activities for group writing There are many suitable activities for group writing which teachers can adapt in each writing lesson a Building up sentences Procedures: Divide the students into groups The size of group may vary depending on total number of the class Give words making up meaningful sentences in a wrong order and explain the sentences to students 14 Ask the students to write out sentences correctly, read out the sentences and then write on the board b Writing consequences This is a fun activity to create a group story Each student needs a blank sheet of paper and a pen If possible, sit in a circle to play Each student adds one stage to the story then folds the paper to cover the information and passes the paper to the student on the right Procedures: The teacher asks the students to get into groups of six or seven The teacher reads aloud to provide the students with the following instruction: - Write the name of a man It can be a famous man or a man everyone in the class know (Depending on the group, allow them to put the names of classmates) - Write the name of a woman It can be a famous woman or a woman everyone in the class knows (Depending on the group, allow them to put the names of class mates) - Write the name of the place where the two people meet - When they meet, he says something to her What does he say? Students write what he says to her ◊ She replies to the man What does she say? ◊ What’s the consequence of this encounter? What happens? ◊ What’s the opinion of the whole story? What does the world say as a comment? After each command the student writes down the information that he has been asked to provide, fold the paper over to hide what he has written to the person on his right The next command is given and the procedure is repeated When the work has finished, groups open them and, in writing, join the fragments of information together to make it more interesting and logical The students read the story aloud c.Correct the facts Preparation: Prepare handouts which contain one picture and sentences with wrong description of the picture Procedures: 15 Divide the class into groups Deliver handouts to each group Then ask them to correct the sentences to match the picture Go around and observe the performance of groups When the groups have finished their work the teacher calls representatives of groups to write the answer on the board The teacher and the students correct sentences together The group that does better and more quickly will be the winner d Exchange letters  The complaining customer: In this activity, students write complaining letters about goods they have bought after seeing an advertisement The students represent the company who make the goods then have to reply to those letters Procedures: Students are divided in to small groups Each group is given an advertisement The groups are told to imagine they have bought the item that is advertised but are not satisfied with it for some reasons The letters are then given to different groups The new group has to study the letter of complaint and decide what to about it When the decision has been reached they can write a reply to the original letter The letters are then returned to the original group who read them and discuss what they have been sent e Writing games As for games, needless to say they are enjoyable and lively at all levels This means that students should not be too much inhibited by the fear of making mistakes  Describe and identify Students write the description of people or places and the rest of the class have to guess who the people are what the places are Procedures: The teacher divides the class into groups The students are all instructed to write a description of famous person or a member of the class, without mentioning that person’s name 16 A member of one of the group reads his description If someone from the opposing team can identify the person, the group scores a point from the group reading the description if the information about the person in wrong or the English is totally unpredictable f.Fluency writing The aim of the activity is to get students to write as much as possible in a definite period of time Research has suggested that if this is done frequently, students are able not only to write greater quantities but the quality improves as well  The picture story Students are given series of pictures just as they were for oral composition They are given a time limit and told to write as much as they can about the pictures Procedures: The teacher asks the students to get into groups of five or six Students are told that they are going to some free writing, and that the objective is to write as much as they can within a certain time limit Students are shown the picture sequence and told to write about it The teacher goes around groups and observes the performance of groups When the time limit expires the teacher stops the students and collects the work g Role playwriting Writing can be much more motivating if the teacher gives students a chance to play a role In this activity the students will have the chance to write to an imaginary romantic partner Procedures: Prepare the role cards for the students Read the situation from the role play Divide the class into groups and then give out role cards to each group for them to read Explain to them that the different groups not talk to each other 17 Give the students time to write the letter but be sure to give them a firm time limit Remind them that they must finish the letter with the last line provided When they have finished the letter the teacher can either ask them to read the letter aloud The important thing is that they must the letter in the correct order to tell the story h Writing according to an outline Procedures: Ask the students to get into groups of four or five Deliver handouts, which contain an outline of a given topic Ask groups to write a composition based on the information in the outline When the activity stops, the teacher calls representatives of groups to write their composition on the board Check up and give feedback to groups’ performance 18 PART III: CONCLUSION Conclusions Of the four skills in English teaching- learning process, writing is considered rather difficult because it requires much accuracy in grammatical structures or word choices It is a complex process that allows students to explore thoughts and ideas, and make them visible and concrete The thesis has been completed to enable teachers to avoid difficulties that learners may have in writing as well as improve their writing skill The use of group writing is a new effective way to improve writing skill of high school students It helps learners have chance to exchange information, to share knowledge, ideas and to help each other in a natural and creative way It is obvious that to organize group work in any lesson of English at high school is not very easy due to the problems mentioned in the Chapter II However, suggested techniques, activities and particular examples have been discussed in Chapter IV of this paper can bring about many significant advantages for the teachers in improving writing skills of their students And this is the main aim of the study We have also referred to the real situation of using group writing Ba Đình high school at present and gave some suggestions for its more effective usage in Chapter III Besides, the Survey Questionnaire and Survey Questionnaire that were done by students and teachers at high school provided us with useful information to carry out this thesis The result or the aim of the study is that the application of group writing brings benefits to the teachers and students in teaching and learning writing skills This is also the researcher’s wish to have a suitable and interesting method in teaching writing and helps students at Ba Đình high school improve their ability in writing Limitations of the and suggestions for further study Due to the limitation of knowledge and scope of the study, we only studied the use of group writing on a small groups of the tenth form students, so their onions about using group work in improving writing skills could not be considered as representative of all students learning English In addition, we would not cover all the uses of group work in four language skills Therefore, we hope that the further studies will be carried out on other aspects to find out some interesting and useful methods which can be used to improve writing skill of the eleventh and twelfth form students Obviously, mistakes are unavoidable, all comments and remarks on this study will be highly appreciated 19 CANDIDATE’S STATEMENT I hereby certify that the thesis entitled “The experience on using group writing to improve writing skills for 10th class at Ba Đình high school” is the result of my own research in Ba Đình high school and this experience initiative has not been submitted for any other reseaches Nga Sơn, 25th May, 2021 IMPLEMENTER Nguyễn Thị Lan Anh 20 REFERENCES Andrian Doff (1988) Teaching: A Training course for Teachers Cambridge University Press Brannon, L, Knight M and Neverow- Tunk, V (1982) Writers Writing Hienemann Portsmouth, NH: Boynton/ Cook Publishers Brown, H.D ( 1994), Teaching by Principles: An Interaction Approach to Language Pedagogy, Prentice- Hall Regents: Englewood Cliffs, NJ Byrne, D (1988) Teaching Writing Skills, Longman Group Ltd, London Evans, T.D & St John, M.J (1998) Development in ESP- a multidisciplinary approach Cambridge: Cambridge University Fries, C (1945) Teaching and Learning English as a Foreign Language, University of Michigan Press Greenall, S (1984) Language Games and Activities, Hulton Educational Publication Ltd Hadfied & J Hadfied (1983) Writing Games, Nelson (Hong Kong) Ltd Harmer, A (1996) The Practice of English Language Teaching, Longman Group UK Ltd 10.Hedge T (1990), Writing: Resource books for teachers, Hongkong: Oxford University Press 11.Hoàng Văn Vân (2006) Tiếng Anh 10, Nhà xuất giáo dục 12.Honeyfield, J ( 1991, June), The formation of small group in the language classroom Guidelines- A periodical for classroom language Teachers 13.http://www.funnystorypictures.uk/cfe 14.http://www.teachingenglish.org.uk/try/writetry 15.I- Jung, C (2004, April), Utilizing group work effectively in the English language classroom, TESL Reporter 16.Ilona Leki (1998) Academic writing ( Exploring processes and strategies) Cambridge 21 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI Họ tên tác giả: Nguyễn Thị Lan Anh Chức vụ đơn vị công tác: Giáo viên trường THPT Ba Đình TT Tên đề tài SKKN Kinh nghiệm dạy kỹ nghe Tiếng Anh cho học sinh lớp 10 có hiệu Using a model-based approach to teach English writing to 10th Graders in Ba Dinh High School, Nga Son, Thanh Hoa’ The application of communicative activities to develop speaking skills for 10th graders at Ba Đình High School - Nga Sơn – Thanh Hóa Teachers’ corrective feedback on the 11th form students’ writing at Ba Đình high school, Nga Sơn, Thanh Hóa Applying cooperative learning principles to the teaching of English speaking skills in large classes at Ba Đình high school Cấp đánh giá Kết đánh giá Năm học Sở GD C 2011 - 2012 Sở GD B 2014 - 2015 Sở GD C 2016 – 2017 Sở GD B 2017 – 2018 Sở GD C 2019 - 2020 22 ... main ones that encourage us to choose the thesis: ? ?The experience on using group writing to improve writing skills for 10 th class at Ba Đình high school? ?? Aims of the Study The study is aimed at: ... writing to the 10th class at Ba Đình high school - Providing some suggestions and implications for the improvement of writing teaching at Ba Đình high school by using group writing 3 .The Participants... experience on using group writing to improve writing skills for 10th class at Ba Đình high school? ?? is the result of my own research in Ba Đình high school and this experience initiative has not