Improving students writing skills through process oriented approach

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY - - LE THI THANH HUYEN IMPROVING STUDENTS’ WRITING SKILLS THROUGH PROCESS ORIENTED APPROACH Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER THESIS IN EDUCATION Supervisor: Nguyen Thi Quyet, Ph D NGHE AN - 2017 ACKNOWLEDGEMENTS Foremost, I would like to express my sincere gratitude to my supervisor Nguyen Thi Quyet, Ph.D for the continuous support of my research, for her patience, motivation, enthusiasm, and immense knowledge Her guidance helped me in all the time of the research I would like to take this opportunity to express my gratitude to all my lecturers at the Department of Post-graduate Studies, Department of Foreign Languages, Vinh University, whose support and considerations have enabled me to pursue the course I would also like to express my thanks to my colleagues at Quang Trung Secondary School in Thanh Hoa who helped me in providing the materials, collecting and analyzing data, as well as grading and evaluating the students’ tests I am also thankful to my students from two classes A, B at Quang Trung Secondary School for their whole-hearted participation in the research Last but not least, I owe my sincere thanks to my parents, my younger sister, my beloved husband who have always inspired and encouraged me to complete this study i STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission, and have not been published elsewhere Author Le Thi Thanh Huyen ii ABSTRACT This study aims at investigating the effect of using the process oriented approach to improve grade students' writing skills at Quang Trung Secondary School in Thanh Hoa The purpose is to determine how the process oriented approach can improve grade students in writing skills and how effective is the process writing approach in helping grade students at Quang Trung Secondary School in Thanh Hoa improve their writing habits and their use of writing strategies The study uses pre-questionnaire and post-questionnaire, pre-test and post-test as instruments to gather data The results of the study show that the process oriented approach has positively improved grade students’ writing skills at Quang Trung Secondary School It helps to bring about positive changes in most students’ attitudes towards writing and improvements in their writing habits POA also helps the students to improve their writing performance and to learn how to use the strategies at each stage of the process of writing Based on the research results of this study, the researcher gives pedagogical implications and suggestions to teachers and students in teaching and learning writing iii TABLES OF CONTENTS Page CHAPTER 1: INTRODUCTION .1 1.1 Rationale .1 1.2 Aims of the study 1.3 Research questions .4 1.4 Scope of the study .5 1.5 Methodology 1.6 Significance of the study 1.7 Organization of the research CHAPTER 2: THEORETICAL BACKGROUNDS 2.1 Teaching writing 2.1.1 The Meaning of writing 2.1.2 Different approaches to teaching writing .11 2.2 The Meaning of POA 13 2.3 Review of Related Studies 13 2.4 The Implementation of POA 17 2.4.1 The overview of the writing process 17 2.4.2 Stages in the writing process 19 2.4.3 Working process-oriented writing framework .23 2.5 The Advantages of POA .25 2.6 The Disadvantages of POA 26 2.7 Writing performance assessment 26 2.7.1 Evaluation of writing performance 26 2.7.2 Rating scales used for assessment of secondary school students’ written products 28 Summary 33 CHAPTER 3: METHODOLOGY 34 3.1 Design 34 3.2 Participants 34 3.3 Instruments 35 3.3.1 Pre- and post-questionnaire on the students’ writing habits .35 3.3.2 Questionnaire on students’ evaluation of the writing process approach .35 iv 3.3.3 Pre- and post- test on English writing 35 3.3.4 Scoring the pre-test and the post-test 36 3.4 Data analysis 37 3.5 Materials .37 3.6 Research Procedure 38 3.7 Implementation of POA in teaching writing for the experimental group 39 3.8 Researcher’s observation in the classroom 46 Summary 48 CHAPTER 4: RESULTS AND FINDINGS .49 4.1 Pre- and post-test results 49 4.2 Pre- and post-questionnaire results on the students’ writing habits in the experimental group…………… .56 Summary 62 CHAPTER 5:CONCLUSION 63 5.1 Recapitulation .63 5.2 Implication 63 5.3 Suggestion 64 REFERENCES 65 APPENDIX I APPENDIX II APPENDIX III APPENDIX IV APPENDIX V APPENDIX VII APPENDIX VIII APPENDIX X APPENDIX XIII APPENDIX 10 XIV APPENDIX 11 XVI v LIST OF TABLES Page Table 4.1: Students’ differences in writing performance between the pretest and post test in the experimental group 49 Table 4.2: Students’ differences in writing performance between the pretest and post test in the control group 52 Table 4.3: Comparison of the pre-questionnaire and the post-questionnaire results on students’ writing habits in the experimental group .56 Table 4.4: Comparison of the pre-questionnaire and post-questionnaire results on students’ writing habits in the control group 58 Table 4.5: Results of the experimental group on evaluation on the effectiveness of the writing process approach 60 vi LIST OF FIGURES Page Figure 4.1: Students’ Improvement in Writing Performance 50 Figure 4.2: Students’ Improvement in Writing Performance in the control group 53 Figure 4.3: Comparison of the experimental group and the control group in students’ enhancement in writing performance 55 vii LIST OF ABBREVIATIONS POA: Process Oriented Approach viii CHAPTER INTRODUCTION 1.1 Rationale Language learning in school is very much related to the four language skills: listening, speaking, reading and writing Among the four skills in English lessons in secondary school, writing remains the commonest way of examining student performance, especially for examinations However, according to recent test results from the Educational Testing Service (ETS), writing has been the most problematic to Vietnamese test takers Teaching English writing in Vietnamese Secondary Schools is a challenging job for many Vietnamese English teachers because it requires not only high language competence among the teachers themselves, but also the application of appropriate writing instruction Hoang Thuy (2009) says that most of the English teachers in Vietnam find writing a complicated skill to teach, which, more or less, affects the students’ learning outcomes The problems of teaching EFL writing can be found in such questions as how to make EFL students aware of why they should write in English, how to teach students to write, how to give feedback to students’ writing, and how to assess students’ writing skills In most writing classes at Quang Trung Secondary School, the teacher usually provides learners with a topic and a related model text The teacher picks out sentences from the model texts for learners to study grammatical structures; how and what to write are seldom discussed The communicative purpose and audience of the texts seem to be ignored The teacher does not focus much on the content of the model texts, but focuses more on the language form Learners use neither writing strategies nor the knowledge of the writing process when they produce their own writing texts Such a teaching approach results in learners’ failure in producing a written text unless the topic for writing is similar as the one they had been taught by their teacher Many learners not pay attention to the communicative purpose APPENDIX PRE-TEST on Writing Time allotted: 45 minutes Student’s name: ……………………………………… Class: ……………………… School:……………………… Date:………………………… Marks In words Teacher’s signature Teacher’s signature Write a letter of 100-150 words to a friend about your neighborhood These questions may help you Where you live? What does your house look like? What can you see from your bedroom window? How far is it from your house to school? How you get to school? What kinds of facilities are there in your neighborhood? What things in your neighborhood you like best? Why? (Adapted from Unit 7: Neighborhood - Tieng Anh 8, p 76) III APPENDIX POST-TEST on Writing Time allotted: 45 minutes Student’s name: …………………………………………… Class: ……………………… School: ……………………… Date: ……………………… Marks In words Teacher’s signature Teacher’s signature Do you agree or disagree with the following idea “With the help of technology, students will benefit greatly from studying by themselves at home” Write an essay of 100 - 150 words about this ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… (Adapted from Unit 15: Country Life and City Life - Tieng Anh 8, p 138) IV APPENDIX Marking Scale for Graders’ Evaluation (The scale consists of aspects with levels for each) Aspects Level Criteria 3.5- Knowledgeable; substantive; thorough development of 3.25 topic; relevant to assigned topic CONTENT Some knowledge of subject; adequate range; limited 3-2.25 development of topic; mostly relevant to the topic, but lacks detail 2-1.25 Limited knowledge of subject; little substance; inadequate development of topic ORGANIZATION 1-0 pertinent; or not enough to evaluate 1.5- Fluent expression; well-organized; ideas clearly 1.25 stated/supported; logical sequencing; cohesive 1-0.75 0.5 0.25 VOCABULARY Does not show knowledge of subject; non-substantive; not Somewhat choppy; loosely organized but main ideas stand out; limited support; logical but incomplete sequencing Non-fluent; ideas confused or disconnected; lacks logical sequencing and development Does not communicate; no organization; or not enough to evaluate 1.5- Sophisticated range; effective word/ idiom choice and 1.25 usage; word form mastery; appropriate mastery 1-0.75 0.5 0.25 Adequate range; occasional errors of word/ idiom form, choice, usage but meaning not obscured Limited range; frequent errors of word/ idiom form, choice, usage; meaning confused or obscured Essential translation; little knowledge of English V vocabulary, idioms, word form; or not enough to evaluate 2.5-2.0 Effective complex constructions; fewer errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions 1.75-1 Effective but simple constructions; minor problems in number, word order/ function, articles, pronouns, USE LANGUAGE complex constructions; several errors of agreement, tense, prepositions but meaning seldom obscured 0.750.5 Major problems in simple/ complex constructions; frequent errors of negation, agreement, tense, number, word order/ function, articles, pronouns, prepositions and/ or fragments, run-ons, deletions; meaning confused or obscured 0.25-0 Virtually no mastery of sentence construction rules; dominated by errors, does not communicate; or not enough to evaluate MECHANICS 0.75 Demonstrates mastery of conventions; few errors of spelling, punctuation, capitalization, paragraphing Occasional errors of spelling, punctuation, capitalization, paragraphing but meaning not obscured Frequent errors of spelling, punctuation, capitalization, 0.5 paragraphing; poor handwriting; meaning confused or obscured No mastery of conventions; dominated by errors of spelling, 0.25 punctuation, capitalization, paragraphing; handwriting illegible, or not enough to evaluate (Adapted from Jacobs et al.’s (1981) and from Assoc Prof Dr Hoang Van Van, 2007) VI APPENDIX MARKING SHEET (for graders’ evaluation) Student’s name: Class: ………………………………………………… Date: …………… Aspects Score(s) Grader’s signature Content Organization Vocabulary Language use Mechanics Final Results / 10 VII Comment(s) APPENDIX QUESTIONNAIRE (on students’ evaluation of POA) Check () the statements that best fit your opinions according to the degree scale No Statements The writing process oriented Much Somewhat Not much approach How much you like the writing program? How useful is the is the program? How easy program? Strategies How useful are the Useful following strategies? Somewhat useful Not useful 1.1 Planning 1.2 Brainstorming 1.3 Drafting 1.4 Revising 1.5 Editing How easy it is to manage the following Easy strategies? 2.1 Planning 2.2 Brainstorming VIII Somewhat easy Not easy 2.3 Drafting 2.4 Revising 2.5 Editing IX APPENDIX LESSON PLAN SAMPLE LESSON PLAN UNIT 7: POLLUTION Lesson 5: Writing Date of planning: 13/01/2017 Date of teaching: 23/ 01/ 2017 Rationale: There are so many types of pollution in our area with dramatic effects We should understand deeply the causes and effects of pollution and find the solutions to reduce it effectively Prescribed Learning Outcome(s): It is expected that students will be able to understand and write essays about types of pollutions fluently and enhance awareness to reduce pollutions Instructional Objective(s): Students will:  Write an essay about one of types of pollution  Discuss and make notes about the causes and effects of pollution  Use vocabularies related to the topic “pollution”, and understand their meaning in text  Use correctly structures: Firstly, Secondly, Finally, Prerequisite Concepts and Skills: Students have knowledge about types of pollution, students know how to construct proper sentences Students improve reading and writing skills and apply vocabularies and structures in their real life and can be aware of what they should to reduce pollutions Materials: Lesson plan, pictures, teacher’s book, students’ book, LCD projector Lesson Activities: Stages Students’ Teacher’s Activities Models Time Activities T asks Ss to look at the picture Look at the Whole class Preon LCD projector and ask to picture writing answer the questions: Building Knowledge 1) What is it? 2) What you know about of Field pollution? (8’) 3) How many kinds of Answer the Whole class pollution you know? questions 4) Which pollution is the most serious in our area? X 5) What are the causes and effects of pollution? Do you have any solutions for this? T asked Ss to describe the picture T asks St to look at the text about “Water Pollution” on the LCD projector T asks Ss to work in pairs and discuss together with the class to find out new vocabularies and help to explain it T asks Ss to translate the text into Vietnamese Modeling Of Text (7’) While Writing Outlining (10’) Describe picture the Whole class Discuss and Pair work find out new vocabularies Translate the Group work text into Vietnamese Discuss and Group work get the main ideas and supporting among paragraphs T asks Ss to get the main ideas and supporting details among the paragraphs T asks Ss to discuss their results with other groups to confirm it T also reminds Ss to use words like “firstly, secondly, finally” to express their points T asks the Ss to reread the text Reread the text about “Water Pollution” T asks Ss to work in groups to Discuss to start making guided-outlines making guided – outline T asks Ss to share and check Share outline the results of discussion with with other other groups groups T asks Ss to display their Display the outline guided outline T asks Ss to discuss the Discuss the guided-outline with the class outline led by the teacher T asks Ss to make free- Make free outlines based on their own outline ideas T asks Ss to share their own Share outline outlines with classmates with classmate XI Whole class Group work Group work Whole class Individually Whole class Drafting (10’) Post writing Editing (10’) Homework T asks Ss to develop their own outline into drafts individually and T moves around to help them (If needed) T asks Ss to interchange their drafts with others Develop outline drafts T asks Ss to evaluate others’ drafts by checking and annotating the mistakes and errors T provided Ss symbols of mistake annotation T asks Ss to report their result of editing and proofreading in front of the class in turn T gives Ss feedbacks about analyzing the drafts Write an article for the local newspaper about a type of pollution in your area Use symbols of Whole class mistake annotation for analyzing the students’ drafts XII their Individually into Interchange their drafts Whole class with others Report the Whole class results of editing and proofreading Individually APPENDIX TOPICS FOR WRITING (Based on unit topics) Unit 7: Pollution Writing about the causes and effects of one of type of pollution Unit 8: English Speaking Countries Describing a schedule for a visit or a tour Unit 9: Natural Disasters Writing a news report on a natural disaster Review Writing an email to a friend to ask him/her to participate activities in fight pollution day Unit 10: Communication Writing an email using netiquette Unit 11: Science and Technology Writing to give opinions about the future roles of science and technology Unit 12: Life on the other planets Describing people on another planet Review Writing an online message to a friend to tell him/ her about the problems you have had recently with your iPad (Source: Tieng Anh (Pilot Program) by Ministry of education, 2016) XIII APPENDIX 10 The detailed scores in the pre-test and post-test of the experimental group Pre-test and post-test results of the experimental group Pre-test No Name of Students Post-test Content Organization Vocabulary Language Use Mechanics Total Scores Content Organization Vocabulary Language Use Mechanics Total Scores 0.9 1.6 0.5 2.8 1.2 1.1 0.7 7.8 Lê Trung Anh Lê Quang Châu 1.6 0.9 1.4 0.6 5.5 2.5 1.1 0.9 1.9 0.7 7.1 Lê Trung Cường 1.9 1.2 1.1 1.4 0.4 2.2 1.2 1.2 1.8 0.6 Trịnh Minh Đức 2.2 1 1.7 0.5 6.4 2.8 1.2 1.9 0.7 7.6 Lê Thị Hà 2.3 0.7 0.7 1.8 0.4 5.9 0.9 0.9 1.9 0.6 7.3 Lê Quỳnh Hân 1.7 1.1 1.1 1.6 0.5 2.5 1.1 1.2 0.7 7.5 Nguyễn Trọng Hưng 1.9 0.9 1.1 1.7 0.5 6.1 2.4 0.9 0.9 1.9 0.8 6.9 Nguyễn Văn Huy 2.8 0.9 1.9 0.5 7.1 1.2 1.3 0.8 8.3 Lê Châu Huyền 2.1 1.1 0.9 1.8 0.5 6.4 2.6 0.9 0.7 7.2 10 Lê Nhật Khải 2.2 0.9 1.7 0.6 6.4 2.5 0.9 1.2 0.7 7.3 11 Nguyễn Việt Khoa 1.6 0.9 1.6 0.5 5.6 2.2 1.1 1.8 0.6 6.7 12 Nguyễn Lan Khôi 1.9 0.7 0.6 1.7 0.4 5.3 2.1 0.9 1.1 1.8 0.6 6.5 13 Lê Thị Thanh Linh 2.1 0.7 0.7 1.8 0.4 5.7 2.6 1.2 0.7 7.5 14 Lê Thanh Long 0.9 0.9 1.9 0.6 6.3 2.6 1.1 0.9 0.7 7.3 XIV 15 Nguyễn Chí Nghi 2.3 0.9 1.1 1.7 0.4 6.4 1.1 1.1 1.8 0.8 7.8 16 Nguyễn Thế Nghi 1.9 0.8 0.8 1.7 0.5 5.7 2.3 1.1 1.2 1.9 0.6 7.1 17 Đặng Ngọc Nhi 2.1 1.1 1.8 0.4 6.4 2.6 1.2 1.2 0.7 7.7 18 Nguyễn Bá Nhung 1.6 0.9 0.9 1.6 0.5 5.5 2.6 1.1 0.9 1.8 0.7 7.1 19 Nguyễn Ngọc Phong 1.9 0.7 0.7 1.5 0.5 5.3 2.5 1.2 1.1 1.7 0.7 7.2 20 Nguyên Lê Phương 2.1 0.7 0.7 1.6 0.4 5.5 2.8 1.1 1.1 1.8 0.7 7.5 21 Lê Thuý Phương 1.9 0.7 0.7 1.9 0.5 5.7 2.7 1.1 0.8 7.6 22 Lê Thị Quyết 1.9 0.9 0.9 1.6 0.6 5.9 2.6 1.2 1.2 1.8 0.8 7.6 23 Phạm Đức Quỳnh 1.8 0.7 0.8 1.6 0.5 5.4 2.5 1.1 1.2 1.7 0.6 7.1 24 Lê Ngọc Sơn 0.9 0.9 1.7 0.5 2.8 1.2 1.2 1.8 0.7 7.7 25 Lê Phú Sơn 2.2 0.9 0.9 1.7 0.6 6.3 2.8 1.1 1.1 1.9 0.8 7.7 26 Vũ Khắc Tâm 1.9 0.8 0.8 1.9 0.6 2.6 1.2 1.1 2.1 0.6 7.6 27 Lê Mai Thư 1.1 1.8 0.5 6.4 2.6 1.2 1.2 1.8 0.8 7.6 28 Nguyễn Minh Thư 1.1 1.8 0.5 6.4 2.6 1.2 1.1 0.7 7.6 29 Nguyễn Linh Uyên 2.2 0.9 1.7 0.6 6.4 2.7 1.2 1.2 1.9 0.8 7.8 30 Nguyễn Hà Yên 1.9 0.8 1.8 0.5 2.5 1.1 1.1 0.6 7.3 0.9 0.9 1.7 0.5 2.6 1.1 1.1 1.9 0.7 7.4 Mean XV APPENDIX 11 The detailed scores in the pre-test and post-test of the control group Pre-test and post-test results of the control group Pre-test No Name of Students Lê Huỳnh Anh Lê Khắc Anh Content Organization Post-test Vocabulary Language Use Mechanics Total Scores Content Organization Vocabulary Language Use Mechanics Total Scores 1.6 0.9 0.9 1.4 0.5 5.3 2.1 1.1 0.9 1.6 0.5 6.2 1 1.6 0.6 6.2 2.1 0.9 1.4 0.6 Nguyễn Văn Ba 1.9 1.2 1.1 1.4 0.4 1.2 1.1 1.4 0.4 6.1 Thiều Băng Băng 2.2 1 1.7 0.5 6.4 2.2 1.1 1.9 0.5 6.7 Phạm Thị Bắc 2.3 0.7 0.7 1.8 0.4 5.9 1.1 1.1 1.8 0.4 6.4 Lê Trung Bộ 1.7 1.1 1.1 1.6 0.5 2.1 1.1 1.1 1.8 0.5 6.6 Nguyễn Giang 1.9 0.9 1.7 0.5 2.2 0.9 1.2 1.7 0.5 6.5 Trần Minh Hân 2.8 0.9 1.1 1.9 0.5 7.2 2.3 1.2 1.2 0.6 7.3 Phạm Đức Hiếu 2.1 1.1 0.9 1.8 0.5 6.4 2.2 1.1 1.2 2.2 0.5 7.2 10 Phạm Văn Huân 2.2 0.9 1.7 0.6 6.4 2.2 0.9 1.7 0.5 6.3 11 Lê Minh Huy 1.6 0.9 1.6 0.5 5.6 0.9 1.6 0.5 12 Đồng Trọng Huy 1.9 0.7 0.6 1.7 0.4 5.3 1.9 1 1.9 0.4 6.2 13 Trần Lý Khánh 2.1 0.7 0.7 1.8 0.4 5.7 2.1 0.9 0.7 1.8 0.4 5.9 14 Lê Huỳnh Khôi 0.9 0.9 1.9 0.6 6.3 2.2 1.2 2.1 0.6 7.1 15 Trần Thanh Kiên 2.3 0.9 1.1 1.7 0.4 6.4 2.3 0.9 1.2 2.1 0.4 6.9 XVI 16 Võ Duy Linh 1.9 0.8 0.8 1.7 0.5 5.7 2.2 1.2 2.1 0.5 17 Lê Văn Nam 2.1 1.1 1.8 0.4 6.4 2.1 1.1 1.1 1.8 0.4 6.5 18 Lại Ngọc Nghi 1.6 0.9 0.9 1.6 0.5 5.5 0.9 1.8 0.5 6.2 19 Bùi Ngọc Nguyên 1.9 0.7 0.7 1.5 0.5 5.3 1.9 0.9 0.7 1.8 0.5 5.8 20 Nguyễn Lê Nhân 2.1 0.7 0.7 1.6 0.4 5.5 0.7 1.6 0.4 5.7 21 Trịnh Thế Nhi 1.9 0.7 0.7 1.9 0.5 5.7 2.1 0.9 0.9 1.9 0.5 6.3 22 Hoàng Thị Nhi 1.9 0.9 0.9 1.6 0.6 5.9 0.9 0.9 1.6 0.6 23 Nguyễn Thu Như 1.8 0.7 0.8 1.6 0.5 5.4 2.1 0.8 0.8 1.6 0.5 5.8 24 Lê Uyên Phương 1.9 0.9 0.9 1.7 0.5 5.9 0.9 1.8 0.5 6.2 25 Hoàng Minh Quân 2.2 0.9 0.9 1.7 0.6 6.3 2.2 0.9 0.9 1.7 0.6 6.3 26 Nguyễn Văn Quân 1.9 0.8 0.8 1.9 0.6 1.1 0.8 1.9 0.6 6.4 27 Hoàng Trung Tâm 1.1 1.8 0.5 6.4 2.1 1.1 1.1 0.5 6.8 28 Lê Thế Tân 1.1 1.8 0.5 6.4 2.1 1.1 1.9 0.5 6.6 29 Hoàng Minh Thái 2.2 0.9 1.7 0.6 6.4 2.2 0.9 1.7 0.6 6.4 30 Nguyễn Đức Văn 0.8 1.8 0.5 6.1 2.1 1.1 1.1 1.8 0.5 6.6 0.9 0.9 1.7 0.5 2.1 1 1.8 0.5 6.4 Mean XVII ... on English writing to measure students? ?? writing skills in order to find out how students can improve writing skills and writing habits through the process oriented approach and how students evaluate... applying the process oriented approach to teaching and learning English writing to find out how can the process oriented approach improve students? ?? writing skills and writing habits for grade students. .. ? ?Improving students? ?? writing skills through process oriented approach? ?? in order to develop and apply it in teaching writing skills With the hope that can improve the students? ?? motivation and writing