The use of scaffolding strategies for teaching paragraph writing to 11th graders

MINISTRY OF EDUCATION AND TRAINNING VINH UNIVERSITY HOANG THI HA THE USE OF SCAFFOLDING STRATEGIES FOR TEACHING PARAGRAPH WRITING TO 11TH GRADERS MASTER’S THESIS IN EDUCATION Nghệ An, 2016 MINISTRY OF EDUCATION AND TRAINNING VINH UNIVERSITY HOANG THI HA THE USE OF SCAFFOLDING STRATEGIES FOR TEACHING PARAGRAPH WRITING TO 11TH GRADERS MASTER’S THESIS IN EDUCATION Major: Teaching English to Speakers of Other Languages (TESOL) Code: 60140111 SUPERVISOR TRAN BA TIEN, Ph.D Nghệ An, 2016 STATEMENT OF AUTHORSHIP I certify that no part in this study has been copied or reproduced from any others without acknowledgements and that is originally written by me under guidance from my supervisor Date submitted: May 2016 Student Supervisor Hoang Thi Ha Dr Tran Ba Tien i ACKNOWLEDGEMENTS My assignment would not have been completed without the valuable assistance and encouragement of many people for whom I am grateful including my teacher, my parents and my friends First and foremost, I would like to express my sincerest thanks to Dr Tran Ba Tien., my supervisor, for his invaluable support, patient guidance as well as encouragement, suggestion and advice from the beginning when this study was only in its formative stage Second, to complete this thesis, I cannot forget the support and encouragement from 11thgrade students at Phan Boi Chau high school for gifted students for their cooperation and support in collecting data for this paper Then, I wish to send my gratitude and thank to my friends, my classmates, as well as my colleagues from whom I have received whole-hearted help and support Last but not least, I would like particularly to dedicate this thesis to all my members in my family for their constant assistance, love and encouragement during the time I was carrying out this study ii ABSTRACT The objective of this study was to evaluate the effectiveness of scaffolding strategies application in teaching paragraph writing to 11th grade students This objective was obtained by the author’s attempt to find out the current situation of teaching paragraph writing at Phan Boi Chau high school for gifted students: their difficulties in writing a paragraph, their activities in the classes as well as their attitudes towards scaffolding strategies experimented The research was conducted with both quantitative and qualitative methods through various instruments: pre-test, post-test, questionnaire (A & B), classroom observation The scaffolding strategies mentioned and applied included: collecting ideas, organization by using graphic organizers, giving an outline by using framed paragraphs and giving checklists for revising and editing drafts 70 students studying at Phan Boi Chau high school for gifted students were involved in the research They were divided into groups: the control and the experimental groups Based on the result of pre-test and questionnaire A, from which students showed their difficulties in paragraph writing and their expectation of teachers’ methodology, a scaffolding strategy program was conducted in months The findings from the post-test and questionnaire B also showed that students’ writing had been improved and most of them expressed their positive attitudes and had a high opinion of scaffolding strategies applied in the classroom On the basis of the findings, some pedagogical implications were suggested with the hope that they will help both teachers and students at high schools in their writing lessons iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vi LIST OF TABLES AND FIGURES vii Chapter1: INTRODUCTION 1.1 Rationale for the Study 1.2 Aims of the Study 1.3 Research Questions 1.4 Scope of the Study 1.5 Significance of the Study 1.6 Design of the Study Chapter 2: THEORETICAL BACKGROUND 2.1 Literature Review in Brief 2.2 Theoretical Background 2.2.1 Teaching English writing 2.2.1.1 Definition of writing 2.2.1.2 Some views of teaching and learning writing in EFL and ESL classrooms 10 2.2.1.3 Approaches to teaching writing 11 2.2.2 Paragraph writing 15 2.2.2.1 Definition of paragraph 15 2.2.2.2 Structure of a paragraph 15 2.2.2.3 Criteria for a good paragraph 16 2.2.2.4 Common problems and their sources in paragraph writing 17 2.2.3 Scaffolding in writing 19 2.2.3.1 The Zone of Proximal Development (ZPD) 19 2.2.3.2 The definition of scaffolding 20 2.2.3.3 Scaffolding approach to writing 20 2.2.3.4 Scaffolding strategies in paragraph writing 22 iv 2.2.3.4.1 Collecting ideas 292 2.2.3.4.2 Organization by using graphic organizers 29 2.2.3.4.3 Giving an outline by using framed paragraphs 33 2.2.3.4.4 Giving checklists for revising and editing drafts 36 2.3 Summary 38 Chapter 3: METHODOLOGY 39 3.1 Research Methods 39 3.2 The Context of the Study 39 3.2.1 Background setting 39 3.2.2 The participants 41 3.3 Research Instruments 41 3.4 Data Collection Procedure 43 3.5 Summary 43 Chapter 4: FINDINGS AND DISCUSSIONS 44 4.1 Findings from the Pretest’s Results 44 4.2 Findings from Students’ Questionnaire A 46 4.4 Findings from Classroom Observation 54 4.5 Findings from the Posttest’s Results 56 4.6 Findings from the Questionnaire B 60 4.7 Summary 63 Chapter 5: CONCLUSION 63 5.1 Recapitulation 63 5.2 Some pedagogical implications of the study 65 5.3 Limitations of the study 68 5.4 Suggestions for further study 68 REFRENCES 70 APPENDICES 74 v LIST OF ABBREVIATIONS C: Control group E: Experimental group EFL: English as Foreign Language ESL: English as Second Language N: Number P: Percentage ZPD: Zone of Proximal Development vi LIST OF TABLES AND FIGURES Figure 4.1: Results of the pretest for paragraph writing 45 Table 4.1 Students' attitudes towards writing skill 46 Figure 4.2 Students’ interest in learning writing skill 47 Figure 4.3 Students’ ideas about degrees of difficulty of .48 paragraph writing 48 Table 4.2 Students' attitudes towards the steps they usually follow 49 Figure 4.4 Students' difficulties in writing a paragraph 50 Table 4.3 Teachers’ activities in the class 52 Figure 4.5 Students' evaluation on the effectiveness of teachers’ activities .53 Table 4.4 Pretest and posttest’ results of the two groups 57 Figure 4.6 Posttest’ results of the two groups 59 Table 4.5 Students’ perception of scaffolding strategies 60 vii Chapter1 INTRODUCTION 1.1 Rationale for the Study Along with the globalization trend, English becomes a compulsory subject in the curriculum of all state schools Together with teaching language skills such as speaking, listening and reading the role of writing skill is undeniable In order to keep pace with the society development, the need for writing is put in one of the top demand for English language It is one of the three major subjects in high school final examination and in the entrance exam for some universities and colleges as well In fact, writing is an essential skill in both the first language and the second language Moreover, it is a means of planned and organized thought expressions However, it is considered the most challenging language skills due to its complexity and high requirement of language means Although there is an increased attention to the field of teaching and learning English language writing, it still tends to be a neglected area in English language teaching at high school level in Vietnam One reason for this negligence may be the fact that most examinations in English merely test the students’ grammar and referenced norms Moreover, that little time and efforts are spent on teaching and learning writing leads to Vietnamese high school students’ unsatisfactory results in writing These low results are due to numerous factors including students’ lack background knowledge and low language competence As a matter of fact, although many learners are very good at doing exercises in structural forms, they can hardly write a good essay or even a paragraph Therefore, it is beneficial to give some perspective techniques for teaching writing in order to improve their writing abilities While emphasizing the importance of writing skill, the researcher cannot ignore the importance of paragraph writing Grabe and Kaplan (1996) mentioned that to students in EFL (English as a Foreign Language) contexts, ranging from a simple paragraph and summary skill to the ability to write essay is needed for the mastery of English writing skill This is because paragraph writing is a pre-requisite course for composition and essay writing Therefore, to any learner, learning how to write a good paragraph is necessary before learning how to write any other text and the structure of a paragraph and ask them to fulfil it One more time, the understanding of student’ writing level is emphasized Also, each teacher can build his own checklist for paragraph writing as long as it matches with the criteria he is going to value students’ writing and is a good tool to help students to think about their mistakes and then correct by themselves Teachers should also bear in minds that applying scaffolding strategies as individualization can benefit each learner However, this will be a challenging task for a teacher in a big class since their expectations from the teacher’s support are not the same Therefore, implementation of individualized scaffolding strategies may be extremely time-consuming This requires much effort from the teacher to balance students’ wishes and alleviate the differences among them One more message for teachers is that they should place a certain emphasis on the knowledge of grammar, vocabulary and sentence structures since they meet the need of many students It is a good idea for these elements to be enclosed in the scaffolding writing tasks so that students can gradually accumulate their knowledge naturally and effectively Preparing lesson plans carefully is a crucial tip for the succession in the class Although delivering hand-outs for writing activities saves time in the class, it takes a lot of time for preparation Also, the lesson should be designed well so that teacher’s assistance is provided if necessary The last thing that should be taken into account is that self-study is crucial in learning a second language Only by that way, students can revise and memorize knowledge that are taught at school Obviously, teachers’ amount of time in the class and even at home is limited Accordingly, not all students’ pieces of writing are collected and scored Therefore, if time duration in the class is not enough for useful feedback, students can make self-evaluation based on the writing checklist and feedback for other pieces of writing and ask teachers for help at a suitable time Furthermore, getting high marks in the class does not always mean achieving the same ones in the examinations, when students not receive support and help from their teachers They have to all by themselves That is why self-study helps students avoid being too dependent on teachers’ guidance and support This should be done gradually day by day Effective paragraph writing is a skill that 67 needs continuous practice Taking this in to account, the students should practice writing a lot in the class room and outside the class Consequently, the more students practice writing, the more successful they are in the tests or exams By the same way, teachers’ requirement for more paragraphs of the same topic as the one studied in the class is highly approved The final message is for the educators and programmers of teaching curriculum Scaffolding only work effectively in relation to the development of overall program and curriculum Therefore, everything will be easier when the tasks provided meet teachers’ and student’s need In accordance with that, tasks need to be structured to enable learners to extend their existing levels of understanding In general, developing students’ writing skill in general and paragraph writing in particular, is never considered a simple and easy task It require great and continuous effort from teachers, students and even administrators in which teachers’ role play an crucial part in creating a motivated and effective learning atmosphere in the class To make it become reality, teachers be flexible enough to choose the right scaffolding strategy and activities for each writing lesson 5.3 Limitations of the study In most research projects, limitations are inevitable While the study provides some implications for teachers and students at Phan Boi Chau high school for gifted students, it is not free from limitations First of all, limitations are found in the physical condition of the study: only 70 students were asked to participate in the study, only two writing lessons were observed and a limited time duration of doing the study, so the result may not represent the real situation and practice as well as fully reflect the complex perception system of teachers which may only be revealed after an extensive period of observation Another limitation of this study is only four scaffolding strategies were recommended due to its small scope and the limited knowledge on the issue of the writer herself 5.4 Suggestions for further study Since the objective of this study is very practical in terms of teaching and learning English paragraph writing at high school level, a similar study should be conducted in writing skill in general and at other high schools Besides, strategies and activities for teaching paragraph writing have a large scope for study because it 68 depends on the characteristics of writing item and teacher’ creativity Therefore, further research may look at more varied activities in which teachers can give the best guidance and support for students to make their learning more achievable Lastly, because of my limitation of knowledge and experiences as well as material source, mistakes and the lack are unavoidable And I hope that someone who is interested in this matter will continue to develop this topic to find more useful and realistic suggestions and activities for an effective paragraph writing lesson 69 REFRENCES Alfaki, I M (2005) University Students’ English Writing Problems: Diagnosis and Remedy International Journal of English Language Teaching, 3(3), 40-52 Allen, J P., & Corder, S Pit (1974) Techniques in applied linguistics London and New York: Oxford University Press Anker, Susan 2007 Real Writing with Readings: Paragraphs and Essays for College, Work and Everyday Life 4th Ed Boston: Bedford/St Martin’s Bae, J (2011) Teaching Process Writing for Intermediate/Advanced Learners in South Korea Retrieved from http://minds.wisconsin.edu/handle/1793/52570 Barger, R., & White, G (2000) A Process Genre Approach to Teaching Writing ELT Journal, 153-160 Canh, L & Thuy, N (2010) Minds working together: Scaffolding academic writing in a mixed-ability EFL class In B Baurain & L H Phan (Eds.) 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I PERSONAL INFORMATION Full name: (optional)………………………………………………………… Age: ………………………………………………………………………… Gender: Male: Female: Where you come from? Rural areas: Urban areas: How long have you been learning English? II QUESTIONS Which of the following skills you think the most important? a listening b speaking c reading d writing c little d not at all c rather difficult d not difficult at How much you like writing lessons? a a lot b not very much How you find writing a paragraph? a very difficult all b difficult Which step(s) you often follow in your writing a paragraph? a Collecting ideas b Organizing c Write the draft d Revise and Edit e Rewrite What problem(s) you often meet in writing a paragraph in class? (You may circle more than one option) a poor grammatical knowledge 74 b limited vocabulary c lack of ideas d inability to express your ideas in English e difficulty in arranging and generating ideas logically f difficulty with doing the task on your own g lack of interest in the topic of writing When giving you a writing task, what does your teacher often do? (You may circle more than one option) a Have you it on your own without discussion with your classmates b Ask you to follow the instruction of the task and it without any guidance c Provide you with key vocabulary, structures and ideas d Help you to collect ideas by giving some questions e Help you to make an outline In your opinion, how necessary is your teacher’s guidance in the English writing lessons? a Very necessary b Not very necessary c Unnecessary How effective are your teacher’s guiding and support activities? a a lot b not very much 75 c a little d not at all APPENDIX 1B QUESTIONNAIRE FOR STUDENTS This questionnaire is designed for my research entitled “The use of scaffolding strategies for teaching paragraph writing to 11th graders” Your assistance in completing the items is highly appreciated You can be confident that you will not be identified in any discussion of the data Thank you for your cooperation! I PERSONAL INFORMATION Full name: (optional)………………………………………………………… Age:………………………………………………………… ……………… Gender: Male: Female: What is your mark of the pre-test? What is your mark of the post-test? II QUESTIONS Here are some scaffolding strategies that your teacher used when teaching writing a paragraph Please tick in the appreciate box according to the effectiveness scale you assess Degree of effectiveness Applied strategies Very effective Collecting ideas Organization by using graphic organizers Giving outline by using framed paragraphs Providing checklists for editing and revising 76 Effective Somewhat effective Not effective at all APPENDIX SAMPLE OF PARAGRAPH EDITING CHECKLIST (Self-assessment or Peer-assessment) Directions: Listed below are key elements of a well-written paragraph Review your writing and check off what has been done Student: ……………… Class:………………… Date:……………………… MARKING CRITERIAL YES ()/NO(X) CONTENT The paragraph content is relevant and focused to the assigned topic All the details support the main idea Ideas relate to one another ORGANIZATION/COHERENCE The paragraph has a topic sentence that includes the key words from the title and expresses the main idea The paragraph has a bridge sentence that links the topic sentence to the reasons or explanations The paragraph has transitions to introduce the supporting points The paragraph has at least supporting points The paragraph has a concluding sentence that repeats the idea from the topic sentence and includes the key words The paragraph is clearly organized All sentences are easy to understand/follow VOCABULARY The paragraph contains a variety of word choice Words are not repeated too many times Words are used appropriately GRAMMAR Each sentence has a subject, a verb, and a complete thought Verbs are used with subjects in agreement Each sentence is in the appropriate tense MECHANICS The paragraph contains correct spellings The paragraph contains correct use of punctuation mark The paragraph contains correct use of capital letter NUMBER OF WORDS Is your writing 150-200 words long? 77 COMMENTS APPENDIX Rubric of assessing paragraph writing (The scale consists of aspects with levels for each) Level 3.5-3.25 3-2.25 2-1.25 ORGANIZATION 1-0 1.5-1.25 VOCABULARY CONTENT Aspects 1.5-1.25 1-0.75 0.5 0.25 1-0.75 0.5 0.25 LANGUAGE USE 2.5-2.0 1.75-1 0.75-0.5 MECHANICS 0.25-0 0.75 0.5 0.25 Criteria Knowledgeable; substantive; thorough development of topic; relevant to assigned topic Some knowledge of subject; adequate range; limited development of topic; mostly relevant to the topic, but lacks detail Limited knowledge of subject; little substance; inadequate development of topic Does not show knowledge of subject; non-substantive; not pertinent; or not enough to evaluate Fluent expression; well-organized; ideas clearly stated/supported; logical sequencing; cohesive 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 Sophisticated range; effective word/ idiom choice and usage; word form mastery; appropriate mastery 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 vocabulary, idioms, word form; or not enough to evaluate Effective complex constructions; fewer errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions Effective but simple constructions; minor problems in complex constructions; several errors of agreement, tense, number, word order/ function, articles, pronouns, prepositions but meaning seldom obscured 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 Virtually no mastery of sentence construction rules; dominated by errors, does not communicate; or not enough to evaluate 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, paragraphing; poor handwriting; meaning confused or obscured No mastery of conventions; dominated by errors of spelling, punctuation, capitalization, paragraphing; handwriting illegible, or not enough to evaluate (adapted from Jacobs et al.’s (1981) cited in Assessing Writing by Sara Cushing Weigle (2002) and from Assoc.Prof.Dr Hoang Van Van’s suggestion cited in VNU JOURNAL OF SCIENCE, Foreign Languages, T.XXIII, No.1, 2007) 78 APPENDIX SAMPLE LESSON PLAN UNIT 13: HOBBY I Aims: By the end of the lesson, students will be able to: - Use all the activities we have studied to write about the collected and use the model or the suggestions to write about the other collection II Materials and Equipment: - English textbook, teacher book – Grade 11 (Unit 13) - Chalk, blackboard, hand-outs III Procedures: Pre – writing  Activity 1: Free writing - The teacher states that students are going to write about a collection as their hobby - She asks students to work individually and write down anything about their collection in minutes - Call some students to read aloud their writings - Suggested answer: “I love collecting book I learned the importance of books from my parents who are teachers They said that books help me to broaden my knowledge and relax myself Wow!.It’s wonderful to have may books in your bookshelves I want to buy as many books as possible and I read them whenever I have free time I have more than 80 books of many kinds I bought them in the book store near my house and when I visit new places I put them into categories: history, famous people,… - Write down the key words or main points from their writings on the board - Suggested answer: + name of collection + reasons to collect + your feeling + how to collect books + how to classify + when started collecting 79 +how to keep your collection - Ask students if they want to aid anything else from the list on the board about collection - Ask students to revise their free writings to see what should be added or deleted  Activity 2: Organizing ideas - Give hand-outs of flower chart - Ask students to complete the hand-outs to organize their ideas in minutes - Calls some to show their charts and give feedback How you enjoy it Name of collection Happy with collection of books Reading Time to start collection When I was a little of boy Plan for future Make my collection richer and richer/ continue in years Book collection How to collect them From book stores and secondhand stalls Reasons for collection - train my patents - know more about the world - bnoden my knowledge - get exprienced Organization Place to keep Put them into different categories famous people, history, science,… In a big book shelf 80 While-writing  Activity 3: Framed paragraph - Give hand-outs of framed paragraph - Ask students to write about their collection individually in 10 minutes - Go around for help Frame paragraph for describing a hobby I when I have free time _got started _ I buy _whenever I collect from Now, I have a total _ and I keep _ I classify _ I love because _ In the future, _  Activity 4: Providing checklist - Peer correction by giving checklist - Have students to revise their writings from their friends’ feedback and correction  Activity 5: Rewriting - Ask students to rewrite each one’s last writing in minutes - The teacher go around for help Post-writing - Call two students to read aloud or write on the board their work - Give feedback Homework: - Ask students to redo their writing at home based on the feedback from the teacher and prepare part E: Language focus 81 ... students Therefore, the study title goes as ? ?The use of scaffolding strategies for teaching paragraph writing to 11th graders? ?? Hopefully, the results can serve as a useful source of reference for. .. called the topic sentence A topic sentence is the most important in the paragraph because it unifies the content of the paragraph; 15 advises the reader of the subject to be discussed and how the paragraph. .. aims of the topic, the research questions, the scope of the study, the significance of the study and the design of the study Chapter II: THEORETICAL BACKGROUND This chapter presents the theoretical