The impact of genre based teaching on efl students letter writing performances

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY THÁI THỊ NGỌC LÊ THE IMPACT OF GENRE-BASED TEACHING ON EFL STUDENTS' LETTER WRITING PERFORMANCES MASTER’S THESIS IN EDUCATION NGHỆ AN, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY THÁI THỊ NGỌC LÊ THE IMPACT OF GENRE-BASED TEACHING ON EFL STUDENTS' LETTER WRITING PERFORMANCES Major: Theory and Methodology of English Language Teaching Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION SUPERVISOR: Nguyễn Gia Việt, Ph.D NGHỆ AN, 2018 i ACKNOWLEDGEMENTS The work described in this research could never have been finished without the kind help I received from various people I would like to give them special thanks here I would like to express my sincere gratitude to all the teachers in the Foreign Languages Department of Vinh University who taught me and gave me valuable knowledge during the time I attended the course for M.A in TESOL and especially to Ph.D Nguyen Gia Viet, my supervisor, for his detailed precious guidance as well as his consideration and encouragement Finally, I should not forget all the cooperative subjects whom I used for my data They are indispensable assets of these studies I also express hearty thanks to all my colleagues and my friends who provided me with advice and support that helped me complete the thesis ii ABSTRACT This research, based on research findings, examines the effect of implementing a genre-based instructions to develop letter writing performances as well as students’ perceptions towards the application of genre approach in writing learning of the first-year EFL college students at Tien Giang Medical College (TGMC) Hence, the problem of the study was stated in the following statement: "The first-year students at TGMC are not good at writing Consequently, they develop a negative attitude towards writing" They need to be trained in the skill of writing and there is a dire need to use a genre-based approach to writing quality Using experimental research, a four-staged teaching and learning cycle by Hammond et al (1992) was applied in an experimental group in a five-week term with one letter writing lesson per week The experimental group received genre-based instructions while the control group received traditional writing instructions Assessment was conducted by comparing students’ writing samples before and after the teaching intervention between the experimental group and the comparison group Research findings reveal that most of the experimental students gained the effective improvement of letter writing performances in term of content, organization, vocabulary and language use In addition, the necessity and usefulness of the application of teaching-learning cycle into learning the genre was predominantly recognized among students through their positive attitude Keywords: Genre-based approach, Teaching-learning cycle, Writing letter performances, Perceptions iii TABLE OF CONTENTS Page ACKNOWLEDMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF FIGURES & TABLES .viii LIST OF CHARTS ix CHAPTER 1: INTRODUCTION 1.1 Rationale ……………… 1.2 Aim of the study ……………… 1.3 Research questions .……………… 1.4 Significance of the study … … .4 1.5 Organization of the thesis……………… CHAPTER 2: LITERATURE REVIEW 2.1 Teaching writing ……………… .6 2.1.1 Views on writing……………… 2.1.2 Teaching L2 writing……………… 2.2 Major approaches to teaching L2 writing.……………… 2.2.1 The product approach ……………… .9 2.2.1.1 Strengths of the product approach ……………… .9 2.2.1.2 Drawbacks of the product approach……………… 10 2.2.2 The process approach……………… 11 2.2.2.1 Strengths of the process approach……………… 11 2.2.2.2 Drawbacks of the process approach……………… 13 iv 2.2.3 The genre approach……………… 13 2.2.3.1 The concept of genre in the SFL view…………… 16 2.2.3.2 Theoretical background of the SFL genre-based approach… 16 2.2.3.3 A general framework for designing writing teaching lessons based on the SFL genre-based approach ……………… 18 2.2.3.4 Previous studies on the SFL genre-based approach to teaching writing……………… .26 2.3 Summary……………… .31 CHAPTER 3: METHODOLOGY 3.1 Research design……………… 32 3.2 Study setting……………… .33 3.3 Subjects and Sampling……………… .33 3.4 Experimental teaching……………… 36 3.4.1 Material……………… .36 3.4.2 The experimental teaching outline ……………… 37 3.4.3 Teaching the treatment group……………… 38 3.4.4 Teaching the comparison group……………… 39 3.5 Data collection instrument……………… 40 3.5.1 Description of pretest and posttest……………… 40 3.5.2 Scoring……………… .40 3.5.2.1 Answer sheet coding……………… 40 3.5.2.2 Scoring method……………… 41 3.5.2.3 Scoring criteria……………… 41 3.5.2.4 Raters……………… 42 3.5.2.5 Scoring procedure……………… .42 3.6 Data collection procedure……………… 43 3.7 Data analysis……………… .43 3.8 The posttest questionnaire for students’ perceptions……………… 44 v 3.9 Summary……………… 45 CHAPTER 4: RESULTS AND DISCUSSION 4.1 Reliability of the pretest and posttest scores……………… .46 4.2 Results……………… 47 4.2.1 Students’ performance in writing letter……………… .47 4.2.2 Students’ performance in writing letter in terms of content, organization, vocabulary, and language use……………… .50 4.2.3 Results of questionnaire after the treatment……………… 53 4.3 Discussion ……………… 55 4.4 Summary……………… .63 CHAPTER 5: CONCLUSION 5.1 Summary of the research ……………… 64 5.2 Pedagogical implications ……………… 66 5.3 Limitations of the study ……………… .67 5.4 Recommendations for further research ……………… 68 5.5 Summary ……………… 69 REFERENCES 70 APPENDICES 76 vi LIST OF ABBREVIATIONS CG: comparison group EG: experimental group EFL: English as a foreign language ESP: English for Specific Purposes DSP: Disadvantaged Schools Program L1: first language L2: second language Q: question SFL: Systemic Functional Linguistics SPSS: Statistical Package for the Social Science TGMC: Tien Giang Medical College vii LIST OF FIGURES & TABLES Figure 2.1: The Teaching-Learning Cycle (Hammond et al., 1992, p 17) 20 Figure 3.1: Quasi-experimental pretest-posttest comparison group design 33 Table 3.1: The experimental and comparison groups’ information .35 Table 3.2: Five letter-writing lessons (Falla & Davies, 2012) 37 Table 4.1: Cronbach’s Alpha for inter-rater reliability in pretest and posttest ratings .47 Table 4.2: Independent Samples T-Test results of posttest scores between the two groups 47 Table 4.3: Independent Sample T-Test results of pretest scores between the two groups .48 Table 4.4: Independent Sample T-Test results of posttest scores on content, organization, vocabulary, and language use between the two groups 50 Table 4.5: Independent Sample T-Test results of pretest scores on content, organization, vocabulary, and language use between the two groups 51 Table 4.6: Mean scores on the five questions show students’ perceptions about genre-based teaching approach after the treatment 54 viii Mahon, T (1992) From sentence to story: A process approach to the development of composition skills in the primary school In M Lau and M Murphy (Eds.) Developing writing: Purposes and Practices, Hong Kong: Institute of Language in Education Martin, J R & C Painter (1986) Writing to Mean: teaching genres across the curriculum Applied Linguistics Association of Australia Martin, J., Christie, F., & Rothery, J (1987) Social processes in education: A reply to Sawyer and Watson (and others) In I Reid (Ed.), The place of genre in learning: Current debates Geelong, Australia: Deakin University Press Martin, J.R (1992) English text: system and structure Amsterdam: Benjamins Matsuda (1996) Theory and Practice of Writing: An Applied Linguistic Perspective, London: Longman Morris, M., & Ogan, C (1996) The Internet as a Mass Medium Journal of Communication, 46, 39-50 http://dx.doi.org/ 10.1111/ j.1460- 466.1996.tb01460.x Muncie, J (2002) Finding a Place for Grammar in EFL Composition Classes EFL Journal, 56 Murray, D.M (1985) A writer teaches Writing Boston: Houghton Mifflin Myles, J (2002) Second language writing and research: The writing process and error analysis in student texts TESL-EJ, 6(2) Retrieved January 11, 2007, from http: //www-writing.berkeley.edu/ TESL- EJ/ej22/toc.html Nunan, D (1996) A Language Teaching Methodology London, Longman Nunan, D (1999) Second Language Teaching & Learning Boston: Heinle & Heinle publishers Paltridge, B (2000) Making sense of discourse analysis Goal Coast, Queensland: Antipodean Educational Enterprises 73 Paltridge, B (2001) Genre and the language learning classroom Ann Arbor, MI: University of Michigan Press Paltridge, B (2004) Analysing Academic Writing: Contextualized Frameworks New York: Continuum Pincas, A (1982) Teaching English Writing.London: Macmillan Prodromou, L (1995) From testing to teaching ELT Journal, Volume 49, Issue 1, January 1995, Pages 13–25, https://doi.org/10.1093/elt/49.1.13 Raimes, A (1991) Out of the woods: Emerging traditions in the teaching of writing TESOL Quarterly 25, 3:407-30 Richards, J C and W A Renandya (eds.) 2002 Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Rothery, J and Stenglin, M (1995) Exploring Literacy in School English (Write it Right Resources for Literacy and Learning) Sydney: Metropolitan East Disadvantaged Schools Program Silva, T ( 1990) Second language composition instruction: Developrnents, issues, and directions in ESL In B Kroll (Ed.), Second language writing: Research insights for fhe classroom Cambridge: Carnbridge University Press Sutojo (1994) Developing competence in writing in English as a foreign language: A study in the teaching of writing of report to junior high school students in Indonesia using a genre-based approach Unpublished MEd thesis, Northern Territory University, Darwin, Australia Swales, J M (1990) Genre Analysis: English in Academic and Research Settings New York: Cambridge University Press Tangpermpoon, T (2008) Intergrated approaches to improve students writing skills for English major students ABAC Journal, 28(2), 1-9 Tribble, C, (1996) Writing New York, Oxford University Press 74 Vygotsky, L.S (1978) Mind in Society: The Development of Higher sychological Process Cambridge, Mass: Havard University Press Walsh, P (2006) The impact of genre theory and pedagogy and systemic functional linguistics on National Literacy Strategies in the UK In R Whittater, M.O’Donnell & A McCabe (eds) Language and literacy: Functional approaches London: Continuum Weigle, S.C (2002) Assessing writing Cambridge, UK: Cambridge University Press Zamel, V (1983) The composing processes of Advanced ESL Students: Six case Studies TESOL Quarterly 17 (2), 165-87 Zare-ee, A (2008) The Effects of Teaching Genre Moves on EFL Learners’ Performance in Letter Writing Asian ESP Journal, No 49, Special Issue, English, Winter 2009 75 APPENDICES APPENDIX 1: PLACEMENT TEST (Time allowed: 25 minutes) Choose the best answer: Jack and his friends are playing _ on the beach A golf B skating C volleyball D athletics He’s very _ He always gives presents on people’s birthdays A generous B rude C shy D mean The _ across the fields is closed again today A landscape B pavement C footpath D cottage She’s very _ It’s easy for her to talk in front of a lot of people A tolerant B confident C loyal D inactive C dangerous D extreme The air in cities is often _ A polluted B stressful My dad didn’t think Titanic was a _ film but my mum did She cried A scary B funny C moving D dynamic B documentaries C sitcoms D comedy I love _ about the animal world A chat shows Can you get me a magazine at the _, please? A jeweller’s B newsagent’s C butcher’s D chemist’s They have some important championships in the _ A stadium B cathedral C skyscraper D apartment 10 Go _ the High Street and turn left at the garage A past B through C along D over 11 A Porsche is _ than a Seat A expensive B more expensive C most expensive D the most expensive 76 12 What’s _ river in the world? A the longest B the longer C longest D long C the best D better 13 This is _ restaurant I know A the better B the good 14 People say rugby is _ sport A the dangerous B the more dangerous C more dangerous D the most dangerous 15 I can’t follow you Can you walk more ? A slow B slowly C slowness D slow-moving 16 The Americans don’t drive very _ A the faster B fastest C faster 17 A: Would you like to drive a Ferrari? - B: A to B very much D fast Yes, I’d love _ C much D many C Have D Had 18 _ you like cooking? A Are B Do 19 There aren’t _ car parks in the centre of Oxford A some B any C a lot D little C wait D waited C made D force C any D somewhat C ago D when 20 I can’t stand _ in queues A to wait B waiting 21 Sorry I’m late I’ve _ to the library A been B gone 22 Did you get _ replies to the advert? A some B little 23 He’s learnt Spanish he was six A for B since 24 I saw _ of my classmates outside the museum this morning A a few B a little C lot 77 D any 25 How _ did you pay for that? A many B much C money D long 26 The water isn’t warm _to go swimming You’ll freeze! A too B enough C as D very 27 They had _amazing holiday in _U.S.A A a/ the B an/ a C an/ the D the/ the 28 Marie _her leg while she _ A broke/ skiing B broke/ was skiing C was breaking/ skied D broke/ skied 29 Jeffrey _wearing suits A don’t like B isn’t like C doesn’t like D wasn’t liking 30 We didn’t play football this morning because it _ A is raining B rains C was raining D rained 31 While we were driving home, we _ an accident A are seeing B saw C see D to see 32 I expected _you at the party last night Where were you? A to meet B meeting C met D meet C drove D drives C wrote D to write 33 He offered _me to the station A to drive B driving 34 I finished _ the essay at midnight A write B writing 35 A lot of schoolchildren in the UK _ netball A go B play C D run 36 They _ karate when they were very young A went B played C did D thought 37 My best friend _ surfing in California next month A is going B is playing 78 C is doing D is losing 38 We _to the beach yesterday because the weather was bad A.weren’t going B didn’t went C didn’t go D not going 39 Sam know many people here I’ll introduce her to some of my friends A doesn’t B don’t C isn’t D aren’t 40 Rooney _ in the final minute of the match and everyone cheered! A scores B scored C score 79 D to score APPENDIX 2: PRETEST (Time allowed: 30 minutes) Choose one topic (either or 2) for writing: Write a letter (80-100 words) to your friend about how you spent the summer vacation • • • • • When and where did your summer vacation take place? Who did you go with? How did you go there? What activitives did you during the vacation? What thing you like most? Write a letter (80-100 words) to a friend to describe your birthday party celebration • • • • • When and where did your birthday party take place? How many people took part in the party? How did you celebrate it? What activitives did you during the birthday party? What thing you like most? 80 APPENDIX 3: POSTTEST (Time allowed: 40 minutes) Choose one topic (either or 2) for writing: Imagine that you have ordered a new electronic device When it arrives it is not what you had ordered Write a letter of complaint to the company (100-120 words) Include the following information: • what you ordered and when • what you have received • what you are demanding Imagine there is a special festival in your town Write a letter (100120 words) to a friend who lives in another town and invite him/her to come to the festival with you Include the following information: • describe the festival • invite your friend • say how you will spend the day 81 APPENDIX 4: STUDENTS’ QUESTIONNAIRE Dear students, Could you please give answers to the questions in this questionnaire either by ticking the selected item The information provided by you via this questionnaire will definitely give us significant data on which the success of our MA thesis rely I assure that these data are used only for research purposes and thus, not any of your personal information will be disclosed SECTION I: PERSONAL INFORMATION Full name: Sex: □ Male □ Female Age: Years of English learning: SECTION II: RESEARCH QUESTIONS Student choice SA A U D Criteria Genre-based approach to writing letter is practical and effective in the classroom setting Realizing that genre-based approach helps to write letters accurately and appropriately Knowing “what to write” in order to achieve the social purposes, language features thanks to the teacher’s demonstration of the way of writing Knowing “how to write” in order to achieve the social purposes, language features thanks to the teacher’s demonstration of the way of writing Suitability and interest for students’ learning writing letters with genre-based approach at college Note: SA: strongly agree, A: agree, U: uncertain, D: disagree, SD: strongly disagree Thank you very much for your enthusiastic cooperation 82 SD APPENDIX 5: RESULTS OF TESTS 5A RESULTS OF POSTTEST FOR EG STT 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Họ Tên Huỳnh Thị Thúy Văn Chí Trần Gia Võ Ngọc Lê Thị Mỹ Nguyễn Thị Băng Võ Thành Nguyễn Thị Mỹ Lê Thị Mĩ Mai Thị Mỹ Nguyễn Thị Ngọc Trần Thị Diễm Nguyễn Hồ Thảo Lê Huỳnh Huỳnh Thị Thúy Phạm Ngọc Khánh Lê Thị Ngọc Nguyễn Phạm Kim Trần Thị Hoàng Nguyễn Thị Thúy Nguyễn Thị Bùi Minh Đặng Duy Đặng Khắc Phạm Thị Hồng Phạm Võ Minh Đặng Lê Thanh Dương Thị Mỹ Nguyễn Trung Nguyễn Ngọc Nguyễn Thị Thanh Nguyễn Trần Bảo Nguyễn Thị Ngọc Trần Trường Võ Thị Khánh content organization vocabulary Ái Bảo Bảo Bích Châu Chiêu Đô Hà Linh Linh Linh My Nguyên Như Oanh Phương Phượng Quyên Quyên Quỳnh Tại Tân Tân Thanh Thắm Thơ Thúy Tiên Tín Tính Trà Trâm Trân Văn Ý 2.25 1.5 2.25 2.25 2.25 2 2.25 2.25 2.5 1.75 2 2.25 1.25 2.25 2.25 1.75 2.25 2 2 2.25 2.25 1.75 1.5 2.25 2.25 2 2.25 2.25 1.75 2.25 2.25 1.25 1.25 1.75 2 2.25 1.75 2 1.75 2 2 1.5 2.25 1.75 1.5 2 2.25 83 1.5 2 2 1.75 2.5 2 1.75 1.75 1.75 2 1.75 2.25 2 2.25 2 2 1.5 2 language use Total 2 2 2.25 1.5 2 2.5 2 2.5 1.5 1.75 2 2.5 2.5 1.5 2.25 2.25 2 2.5 2.5 2.25 2 8.5 8.5 8.5 8.5 7.5 7.5 8.5 7.5 8.5 7 7.5 7.5 8.5 8.5 8.5 8.5 7.5 8.5 7.5 7.5 7.5 8.5 5B RESULTS OF POSTTEST FOR CG N 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Full name Trần Thị Kiều Nguyễn Huỳnh Dương Thị Cẩm Nguyễn Thị Lệ Nguyễn Thị Ngọc Nguyễn Quốc Nguyễn Hồng Nguyễn Thị Mỹ Huỳnh Nhựt Nguyễn Thảo Bùi Thị Như Nguyễn Thị Ánh Nguyễn Văn Đỗ Thị Ý Nguyễn Hoàng Trần Thụy Xuân Trần Phú Dương Minh Bùi Minh Huỳnh Vũ Thanh Ngô Tấn Nguyễn Thanh Nguyễn Duy Nguyễn Quốc Trần Mộng Hồ Thị Mỹ Nguyễn Thị Cẩm Huỳnh Thị Huyền Võ Huyền Hồ Nguyệt Nguyễn Thị Hồng Phan Thị Diễm Nguyễn Lê Thanh Nguyễn Thị Thanh Võ Văn content organization vocabulary Diễm Giao Hằng Hằng Hân Khánh Khải Liên Linh My Ngọc Ngọc Ngọc Nhi Phi Quyên Sang Tâm Tân Thanh Thành Thảo Thịnh Thống Thúy Tiên Tiên Trân Trân Trinh Trinh Trinh Trúc Trúc Vũ 1.5 1.5 2 1.5 1.5 2 1.5 1.75 1.75 1.75 1.25 2.25 1.5 0.75 1.5 2 2 1.25 2 1.5 2.25 1.5 1.75 1.5 2.25 1.25 1 2 1.75 0.75 1.75 1.75 1.25 1.5 1.5 1.25 2.25 2 2.25 1.5 0.75 2.25 1.5 2 2 84 1.75 2 1.25 1.5 0.5 2.5 1.25 2 2.5 1.75 2 0.75 2.5 2 1.25 2.25 1.75 1.5 1.5 1.75 2.25 1.5 1.75 language use Total 2 2.25 1.5 2 1.5 2 2 1.75 1.5 1.25 2.5 2.25 2.25 1.5 1.25 2.25 2 2.25 1.75 1.5 2.25 1.5 1.25 2 1.75 7 8.5 5.5 7 7.5 7.5 4.5 7 7.5 7.5 7.5 8.5 7 8.5 8.5 7.5 5C RESULTS OF PRETEST FOR EG N 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Full name Huỳnh Thị Thúy Văn Chí Trần Gia Võ Ngọc Lê Thị Mỹ Nguyễn Thị Băng Võ Thành Nguyễn Thị Mỹ Lê Thị Mĩ Mai Thị Mỹ Nguyễn Thị Ngọc Trần Thị Diễm Nguyễn Hồ Thảo Lê Huỳnh Huỳnh Thị Thúy Phạm Ngọc Khánh Lê Thị Ngọc Nguyễn Phạm Kim Trần Thị Hoàng Nguyễn Thị Thúy Nguyễn Thị Bùi Minh Đặng Duy Đặng Khắc Phạm Thị Hồng Phạm Võ Minh Đặng Lê Thanh Dương Thị Mỹ Nguyễn Trung Nguyễn Ngọc Nguyễn Thị Thanh Nguyễn Trần Bảo Nguyễn Thị Ngọc Trần Trường Võ Thị Khánh content organization vocabulary Ái Bảo Bảo Bích Châu Chiêu Đô Hà Linh Linh Linh My Nguyên Như Oanh Phương Phượng Quyên Quyên Quỳnh Tại Tân Tân Thanh Thắm Thơ Thúy Tiên Tín Tính Trà Trâm Trân Văn Ý 1.5 1.5 1.25 1.5 1.5 1 1.5 1.25 1.5 1.25 1.25 1.5 1.5 1 1.5 1.5 1.25 1.5 1.5 1.5 1.5 1.5 1.5 1.5 1.25 1.25 1.5 1.5 1.5 1.5 1.25 1.5 1.5 1.5 1.25 1.5 1.75 1.25 1 1.5 1 1.5 1.5 1.25 1.25 1.5 1.25 1.25 1.5 0.5 1.5 1.5 85 1.5 0.25 1.5 1 1.5 1.5 1.5 1.75 1.5 1.75 1 1.5 1.5 1.25 1.5 1.5 1.25 1.5 1.25 1.5 1.25 1.5 1.5 1.25 1.5 language use Total 1.5 1.75 1.5 1.5 1.5 1.75 1.5 1.5 1.75 1.5 1.5 1.75 1.5 1.5 1.5 1.5 1.75 1.5 1.5 1.5 1.5 1.25 1.5 1.25 2 5.5 5 4.5 6 4.5 4.5 4.5 6.5 5 6.5 5.5 5.5 5.5 6.5 6.5 5D RESULTS OF PRETEST FOR CG N 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Full name Trần Thị Kiều Nguyễn Huỳnh Dương Thị Cẩm Nguyễn Thị Lệ Nguyễn Thị Ngọc Nguyễn Quốc Nguyễn Hồng Nguyễn Thị Mỹ Huỳnh Nhựt Nguyễn Thảo Bùi Thị Như Nguyễn Thị Ánh Nguyễn Văn Đỗ Thị Ý Nguyễn Hoàng Trần Thụy Xuân Trần Phú Dương Minh Bùi Minh Huỳnh Vũ Thanh Ngô Tấn Nguyễn Thanh Nguyễn Duy Nguyễn Quốc Trần Mộng Hồ Thị Mỹ Nguyễn Thị Cẩm Huỳnh Thị Huyền Võ Huyền Hồ Nguyệt Nguyễn Thị Hồng Phan Thị Diễm Nguyễn Lê Thanh Nguyễn Thị Thanh Võ Văn content organization vocabulary Diễm Giao Hằng Hằng Hân Khánh Khải Liên Linh My Ngọc Ngọc Ngọc Nhi Phi Quyên Sang Tâm Tân Thanh Thành Thảo Thịnh Thống Thúy Tiên Tiên Trân Trân Trinh Trinh Trinh Trúc Trúc Vũ 1.25 1.5 1.5 1.5 1 1.5 1.25 1.5 1.75 1.75 1.5 1.5 1.5 1.25 1.5 1.5 1 1.5 1.5 1.5 1.5 1.25 1.5 1.25 1.5 1 1.5 1 1.5 1.5 1 1.25 1.5 1.25 1.25 1.5 1.25 0.25 1.25 1.5 2 1.5 1.5 1.5 1.5 1.75 1.5 1.5 1.5 86 1.25 1.5 1.25 1.5 1.5 1 1.5 1.75 1.5 1.25 1.5 0.75 1.5 0.75 1.5 1.5 1.25 1.5 2 1.5 1.5 1.5 1.25 language use Total 1.5 1.5 1.5 1.75 1.5 1.5 1.75 1.5 1.5 1.75 1.5 1.75 1.5 1.25 1.5 1.5 1.75 1.5 1.5 1.5 1.5 1.75 1.25 1.5 1.5 4.5 6.5 5 4.5 6 4.5 4.5 6 5.5 5.5 6.5 6.5 6.5 6.5 5.5 APPENDIX 6: RESULTS OF STUDENTS’ QUESTIONNAIRE N 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 Full name Huỳnh Thị Thúy Văn Chí Trần Gia Võ Ngọc Lê Thị Mỹ Nguyễn Thị Băng Võ Thành Nguyễn Thị Mỹ Lê Thị Mĩ Mai Thị Mỹ Nguyễn Thị Ngọc Trần Thị Diễm Nguyễn Hồ Thảo Lê Huỳnh Huỳnh Thị Thúy Phạm Ngọc Khánh Lê Thị Ngọc Nguyễn Phạm Kim Trần Thị Hoàng Nguyễn Thị Thúy Nguyễn Thị Bùi Minh Đặng Duy Đặng Khắc Phạm Thị Hồng Phạm Võ Minh Đặng Lê Thanh Dương Thị Mỹ Nguyễn Trung Nguyễn Ngọc Nguyễn Thị Thanh Nguyễn Trần Bảo Nguyễn Thị Ngọc Trần Trường Võ Thị Khánh Ái Bảo Bảo Bích Châu Chiêu Đô Hà Linh Linh Linh My Nguyên Như Oanh Phương Phượng Quyên Quyên Quỳnh Tại Tân Tân Thanh Thắm Thơ Thúy Tiên Tín Tính Trà Trâm Trân Văn Ý Q1 Q2 Q3 Q4 Q5 3 5 4 4 4 4 4 4 3 4 4 5 4 4 4 5 4 4 5 4 4 5 5 4 4 5 5 5 4 5 4 5 5 4 4 4 4 4 4 4 4 4 5 4 4 87 ... particularly, the impact of the genre- based writing instruction on these students? ?? letter writing performances in terms of organisation and content is examined 1.3 Research questions Does genre- based teaching. .. studies on the SFL genre- based approach to teaching writing A number of studies involved in the genre approach based on the perspective of SFL have brought encouraging conclusions of the impact of. .. concentrating on a model as the only way of writing In the stage joint construction of text, teacher and students construct the whole example text(s) of the target genre together drawing on the shared