Collaborative writing as a strategy to improve efl high school students’ writing performance

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - TRAN THI TUYET COLLABORATIVE WRITING AS A STRATEGY TO IMPROVE EFL HIGH SCHOOL STUDENTS’ WRITING PERFORMANCE MASTER THESIS IN EDUCATION NGHE AN, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - TRAN THI TUYET COLLABORATIVE WRITING AS A STRATEGY TO IMPROVE EFL HIGH SCHOOL STUDENTS’ WRITING PERFORMANCE MASTER THESIS IN EDUCATION Field: Theory and Methodology of English Language Teaching Code: 8.14.01.11 SUPERVISOR: DR TRAN THI NGOC YEN NGHE AN, 2019 i ABSTRACT In the decade of educational reform and innovation, methodologies and techniques play a key role both in teaching and learning improvement There have been numerous studies that pointed out the effectiveness of approach, methodologies and techniques applied to improve the quality of English language teaching Collaborative Writing (CW), known as a feature of communicative language teaching, has been encouraged in teaching writing in the Vietnamese context This research is an investigation into teachers’ CW application, their practice of organizing collaborative writing activities (CWAs) in English writing classes at high school and the effect of CW The participants of the study were 60 students at a high school in Nghe An province Data for the research were collected from the instruments The results revealed that using collaborative writing activities can increase learner’s writing skill It is therefore recommended that teachers use collaborative writing activities in EFL writing classes to enhance EFL learners’ writing ability ii ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to my supervisor, Dr Tran Thi Ngoc Yen, for her valuable advice, generous assisstance, keen correction and helpful correction while I was doing this thesis Hereby, my thanks are due to all the teachers who taught me during the two year course for their precious lectures, careful guidance and enthusiasm, useful suggestions Next, I would like to send my deep thanks to both teachers and students in Phan Dang Luu high school that have helped me to finish the study, especially two classes I worked with in order to gather data for my study I also wish to thank my family members, my friends who have always supported me with love and sympathy to carry out my thesis Finally, I am aware that despite all assistance and advice, the thesis is far from perfect; therefore it is my sole responsibilities for any inadequacies that may be considered to have iii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS iii LIST OF TABLES vi LIST OF FIGURES vii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Organization of the paper CHAPTER LITERATURE REVIEW 2.1 The writing skill 2.1.1 Definitions 2.1.2 The nature of writing 2.1.3 The role of writing 2.2 Teaching the writing skill 2.2.1 Approaches to teaching the writing skill 2.2.2 Principles for teaching the writing skill 13 2.2.3 Stages in a writing lesson 14 2.2.4 Methods of teaching the writing skill 16 2.3 Assessing writing 18 2.3.1 Indicators of writing ability 19 iv 2.3.2 Rubrics for assessing writing 19 2.3.3 Grammar accuracy in the writing skill 20 2.3.4 Idea development in writing 21 2.4 Collaborative writing activities 22 2.4.1 Definitions 22 2.4.2 Types of collaborative activities 23 2.4.3 Principles of collaborative writing 24 2.4.4 The benefits of collaborative writing 24 CHAPTER 27 RESEARCH METHODOLOGY 27 3.1 Research questions 27 3.2 Participants of the study 27 3.3 Instruments 28 3.4 Procedures 31 CHAPTER 34 FINDINGS AND DISCUSSIONS 34 4.1 Results and findings 34 4.1.1 The general test results 34 4.1.2 The effects of CW on idea development 36 4.1.3 The effects of CW on grammar accuracy 45 4.2 Discussion 54 CHAPTER 55 CONCLUSION 55 5.1 Conclusions 55 5.2 Implications 55 5.3 Limitations and suggestions for further research 56 REFERENCES 58 APPENDIX A 61 v APPENDIX B 64 APPENDIX C 65 APPENDIX D 67 APPENDIX E 72 APPENDIX F 75 APPENDIX G 77 APPENDIX H 79 APPENDIX I 81 APPENDIX J 83 APPENDIX K 85 vi LIST OF TABLES Table 2.1 Approaches to teaching writing skill 12 Table 2.2 Differences between Process approach and Product Approach 12 Table 3.1 The writing topics of sixteen units in TiengAnh 10 29 Table 4.1 Means and standard deviation of the general test for both groups 34 Table 4.2 Means and standard deviation of pre-test idea development for both groups 36 Table 4.3 Idea development scores for all participants 37 Table 4.4 Means and standard deviation of post-test idea development for both groups 39 Table 4.5 Idea development scores for all participants 39 Table 4.6 First idea development score (Pre) and final idea developmet score (Post) for all participants (P) 41 Table 4.7 Means and standard deviations of idea development in the pre-test and post-test for both groups 43 Table 4.8 Means and standard deviation of both groups in the pre- test in term of grammar accuracy 45 Table 4.9 Grammar accuracy scores of the Pre- treatment 46 Table 4.10 Means and standard deviation of grammar accuracy for both groups 48 Table 4.11 Grammar accuracy scores of the Post – treatment 48 Table 4.12 First grammar accuracy score (Pre) and final grammar accuracy score (Post) for all participants (P) 51 Table 4.13 Means and standard deviations of grammar accuracy in the pre-test and post-test for both groups 52 ` vii LIST OF FIGURES Figure 4.1 The Treatment group general test results 35 Figure 4.2 The Control group general test results 35 Figure 4.3 The Treatment group pre-test results of idea development 38 Figure 4.4 The Control group pre-test results of idea development 38 Figure 4.5 The Treatment group post-test results of idea development 41 Figure 4.6 The Control group post-test results of idea development 41 Figure 4.7 The Control group pre-test results of idea development 44 Figure 4.8 The Control group post-test results of idea development 44 Figure 4.9 The Treatment group pre-test results of idea development 44 Figure 4.10 The Treatment group post-test results of idea development 44 Figure 4.11 The Treatment group pre-test results of grammar accuracy 47 Figure 4.12 The Control group pre-test results of grammar accuracy 47 Figure 4.13 The Treatment group post-test results of grammar accuracy 50 Figure 4.14 The Control group post-test results of grammar accuracy 50 Figure 4.15 The Control group pre-test results of grammar accuracy 53 Figure 4.16 The Control group post-test results of grammar accuracy 53 Figure 4.17 The Treatment group pre-test results of grammar accuracy 53 Figure 4.18 The Treatment group post-test results of grammar accuracy 53 CHAPTER INTRODUCTION 1.1 Rationale Writing is one of the important skills which should be mastered not only in school but also in life Of the four skills, many teachers and students consider writing to be the most difficult language skill to learn Needless to say, writing is one of the basic skills because it is a good way to reinforce and ensure what a student has learned as they will benefit from seeing new vocabulary in written form Teaching and learning how to write successfully gets even more complicated for not only language teachers but also students In fact, there are numerous reasons for this problem, and therefore finding appropriate techniques and methods for teaching writing skill effectively is actually essential Success in studying English can be measured by learners’ ability to write something in English.The ability to write effectively and fluently in English is becoming increasingly important in today’s modern world because of the fact that communication through language has become more and more essential However, it seems that some of the writing tasks in the current textbooks have not supported students’ language acquisition appropriately Besides, teachers also face certain difficulties in teaching writing skills Moreover, writing is a complicated process to create and express ideas Learning how to write in a foreign language is even harder and it takes a considerable amount of time and effort to write skillfully Because of these reasons, we need to make writing lesson an interesting activity so that our students will feel comfortable learning it In the recent years, efforts have been made so that English teaching in our country can shift from traditional grammar- translation to the communicative 73 f Best wishes, Alex g It will be at my parents' house in Parkville, probably at 2.30pm, and there will be a party afterwards, starting at about 8pm Answer: e d b g c a f − T gives correct answer and introduces new lesson: writing a letter of invitation B Pre – writing − T asks Ss to work in Pair work Task 1: Matching pairs to the exercise Key: 1e;2g;3a;4h;5i;6d;7c;8b − T goes around the Would you like + to – infinitive class and provides help if How about +V –ing necessary Do you feel like +V –ing − Are you free + to – infinitive answers and elicits the T gives correct Why don’t we/ you+ bare – structures from Ss infinitive Shall we+bare- infinitive Can you+bare – infinitive Task – Gap –filling Key: - T asks Ss to read task Are you free/ Would you like - T asks Ss to fill each Would you like/ Are you free blank in these invitation to go/ how about letters with a suitable Individual work 74 Can you/ Why don’t you expression - T goes around to provide help - T asks Ss to give their answers - T corrects and gives suggested answers C While – writing - T asks Ss to read over Individual work Task 3: Writing an invitation the letter then the letter based on cues exercise individually - T asks Ss to share their letter with their partners - T calls on a student to read aloud the letter in front of the class D Post - writing - T checks and gives The whole class Key: suggested corrections Dear Lam, We have not met you since you moved I miss you a lot We are both having some day off between the two terms soon If you haven’t made any other plans why don’t we spend a weekend 75 together? visiting Do the you feel like forest near my grandparent’s house again? It looks quite different now because very many young trees have been planted at the Tree – Planting Festivals Do you come if you find it possible and I’ll make all the preparations Please give my love to your parents Your friend, E Homework: - Rewrite your letter completely - Prepare: E Language focus T gives homework The whole class 75 APPENDIX F The rubrics for marking writing Criteria 10 and under 10 Idea development out of 20 12 -does not attend Cannot 14 give Main - does not attempt any ideas at all lack 16 points Main detailed are 18 points Main points Main points present well well limited developed developed the task in any development way Ideas with -writes a totally vague memorised little evidence Some critical details response of are detail and with with development critical thinking thinking 20 present quality with supporting is quantity Critical quality and and quantity support Reveals thinking is degree weaved into critical points high thinking high of 76 Grammar … -does not attend Cannot accuracy out - does not attempt sentence punctuation, punctuation, of 20 the task in any forms at all and and grammar punctuation, spelling, way grammatical correct and punctuation, -writes a totally errors grammatical and memorised distraction, reader response making progress reading though essay reader difficult; Some fragments, remain use Spelling, Most spelling, Essay has few Essay is free create allowing comma splices, ons frequent Total out of 40 of distracting to errors grammatical allowing errors follow clearly errors; absent to of fragments, ideas comma Very splices, few fragments run-ons run- evident Errors spelling, are or run-ons and 77 APPENDIX G The general test scores, means and standard deviation ( SD) Group A scores Participants (Treatment Group B scores Participants ( Control group) group) A1 B1 A2 B2 A3 B3 A4 6.5 B4 A5 B5 A6 B6 A7 B7 A8 B8 A9 5.5 B9 A10 B10 A11 B11 A12 B12 A13 B13 A14 7.5 B14 A15 B15 A16 B16 A17 6.5 B17 A18 B18 A19 B19 A20 B20 A21 B21 78 A22 5.5 B22 A23 B23 8.5 A24 B24 A25 B25 A26 7.5 B26 A27 B27 A28 B28 A29 B29 8.5 A30 B30 6.5 Mean 7,6 Mean 7.3 SD 1,2 SD 1,3 79 APPENDIX H The pre - test scores of idea development, means and standard deviation ( SD) Group A scores Participants (Treatment Group B scores Participants ( Control group) group) A1 B1 16 A2 16 B2 12 A3 11 B3 11 A4 16 B4 12 A5 11 B5 13 A6 16 B6 A7 12 B7 16 A8 16 B8 16 A9 B9 12 A10 11 B10 12 A11 17 B11 16 A12 12 B12 11 A13 13 B13 16 A14 B14 11 A15 11 B15 17 A16 17 B16 12 A17 11 B17 16 A18 14 B18 12 A19 B19 A20 B20 13 A21 12 B21 12 A22 11 B22 80 A23 B23 12 A24 14 B24 11 A25 10 B25 A26 13 B26 11 A27 14 B27 12 A28 13 B28 A29 14 B29 11 A30 B30 12 Mean 12.1 Mean 12.2 SD 2,9 SD 2.6 81 APPENDIX I The post - test scores of idea development, means and standard deviation ( SD) Group A scores Group B scores Participants (Treatment Participants ( Control group) group) A1 15 B1 16 A2 19 B2 14 A3 18 B3 10 A4 18 B4 A5 15 B5 12 A6 19 B6 10 A7 15 B7 16 A8 19 B8 16 A9 15 B9 14 A10 14 B10 12 A11 20 B11 16 A12 14 B12 15 A13 18 B13 16 A14 13 B14 12 A15 14 B15 17 A16 19 B16 12 A17 14 B17 16 A18 18 B18 14 A19 14 B19 10 A20 14 B20 15 A21 14 B21 14 A22 15 B22 10 82 A23 10 B23 14 A24 15 B24 15 A25 10 B25 10 A26 15 B26 12 A27 19 B27 14 A28 14 B28 10 A29 15 B29 15 A30 10 B30 15 Mean 15.4 Mean 13.4 SD 2.8 SD 2.4 83 APPENDIX J The pre - test scores of grammar accuracy, means and standard deviation ( SD) Group A scores Group B scores Participants (Treatment Participants ( Control group) group) A1 B1 16 A2 16 B2 11 A3 15 B3 11 A4 17 B4 12 A5 12 B5 11 A6 16 B6 A7 11 B7 16 A8 16 B8 16 A9 10 B9 11 A10 11 B10 12 A11 16 B11 16 A12 12 B12 12 A13 13 B13 16 A14 B14 12 A15 12 B15 17 A16 16 B16 11 A17 11 B17 16 A18 12 B18 11 A19 B19 A20 B20 12 A21 13 B21 11 84 A22 12 B22 A23 B23 11 A24 12 B24 12 A25 B25 A26 12 B26 11 A27 11 B27 11 A28 14 B28 A29 13 B29 11 A30 B30 11 Mean 11.9 Mean 11.7 SD 2.9 SD 2,9 85 APPENDIX K The post - test scores of grammar accuracy, means and standard deviation ( SD) Group A scores Participants (Treatment Group B scores Participants ( Control group) group) A1 15 B1 12 A2 20 B2 12 A3 15 B3 11 A4 19 B4 12 A5 19 B5 11 A6 19 B6 A7 18 B7 16 A8 19 B8 17 A9 15 B9 16 A10 14 B10 15 A11 19 B11 17 A12 15 B12 13 A13 15 B13 17 A14 15 B14 13 A15 15 B15 17 A16 20 B16 12 A17 14 B17 17 A18 15 B18 13 A19 15 B19 10 A20 14 B20 14 86 A21 15 B21 14 A22 15 B22 10 A23 10 B23 14 A24 15 B24 12 A25 10 B25 A26 19 B26 12 A27 19 B27 11 A28 19 B28 10 A29 15 B29 11 A30 10 B30 11 Mean 15.9 Mean 12.9 SD 2.9 SD 2.6 ... investigation into the use of collaborative writing as a strategy to improve EFL high school students’ writing perfromance to explore the effect of collaborative writing on EFL learner’s writing ability... emotional and financial roller coaster Dona Cunningham talks about the chart as potential and life as reality Delineating an example of a person with a Gemini emphasis, a strong Mercury, or a strong... rubrics helpful and even sometimes motivating 2.3.3 Grammar accuracy in the writing skill All languages have grammar as well as each language also has its own grammar Here, grammar is the sound,