Using english grammar tutorials to help efl high school students improve their writing slill

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THANH LONG USING ENGLISH GRAMMAR TUTORIALS TO HELP EFL HIGH SCHOOL STUDENTS IMPROVE THEIR WRITING SKILL MASTER THESIS IN EDUCATION NGHE AN - 2016 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THANH LONG USING ENGLISH GRAMMAR TUTORIALS TO HELP EFL HIGH SCHOOL STUDENTS IMPROVE THEIR WRITING SKILL Field: Theory and methods of teaching English Code: 60.14.01.11 MASTER THESIS IN EDUCATION Supervisor: Dr Tran Thi Ngoc Yen NGHE AN - 2016 ABSTRACT This study aims at identifying the problems that EFL students at high school have difficulty in writing and determining if grammatical tutorials help themdevelop their writing skill.Fifty11th gradersparticipated in the experiment They were divided into two groups: one control group and one experimental group All of them did an English general test and a pre-test before the treatment and a post-test after the treatment During the experiment, the experimental group was given grammar tutorials while the control groups were not This was done to see if grammar tutorials helped the experimental group improve their writing skill.It was found that tutoring helped the students to improve accuracy in grammar and punctuation but did not have impaction on richness of the content Based on the findings, implications for enhancing the effectiveness of English teaching and learning writing has been put forward It is hoped that the results of the study can be beneficial for both EFL high school students and teachers i ACKNOWLEDGEMENTS I would like to express my deepest thanks to my supervisor, Dr Tran Thi Ngoc Yen, who I believe is the most wonderful supervisor, for her valuable directionandgenerous assistance while I was doing this project Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious task to fulfil I would also like to send my sincere thanks to the teachers and students atPhanDinhPhung high school, QuangBinh, who participated in the experiment and assisted me doing the process I am grateful to the administrators and teachers at Vinh Universityfor their cooperation and help during the study I am also in debt of my lecturers, my friends, my classmates as well as my colleagues for their invaluable comments and criticism Finally, I would like to delicate this work to my parents and family, who have been always supporting me with love and sympathy Author Nguyen ThiThanh Long ii TABLE CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE CONTENTS iii LIST OF TABLES v CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.2 Research questions 1.4 Scope of the Study 1.5.Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1.Writing skill 2.1.1 Definition 2.1.2 The importance of writing 2.1.3 First language writing 2.1.4 Writing in a foreign language 11 2.2 Aspects of writing 16 2.2.1 Accuracy versus fluency 16 2.2.2 Punctuation 20 2.2.3.Grammar complexity 20 2.3 Grammar in writing 21 2.3.1 The importance of grammar in writing 21 2.3.2 Teaching grammar for writing 23 2.4 Teaching the writing skill 26 2.4.1 Principles for teaching the writing skill 28 2.4.2.Steps in a writing lesson 29 2.4.3 Methods of teaching the writing skill 30 2.5 Assessing the writing ability 31 2.5.1 Assessing L1 writing ability 38 2.5.2 Assessing L2/FL writing ability 40 iii 2.6 Tutorials 45 2.6.1.Definition of tutorials 46 2.6.2.Elements of tutorials 48 2.6.3.Principles of tutorials 48 2.6.4.Benefits of tutorials in teaching 52 CHAPTER 3:THE STUDY 53 3.1 Research methodology 53 3.1.1 Participants 53 3.1.2 Instruments 53 3.1.3 Procedures 55 3.2 Results 55 3.2.1 General English test 55 3.2.2 Pre-test 57 3.2.3 Post-test 58 3.3.Findings and Discussions 65 4.1 Implications 67 4.2 Conclusions 67 4.3 Limitations of the Study 67 4.4 Suggestions for further studies 68 REFERENCES 69 APPENDIX iv LIST OF TABLES Table 3.1 Scores on the general English test for all participants: Group A (the control group), Group B (the experimental group) 55 Table 3.2 Summary of number of scores in groups (I, K, H) of the control group (A) and the experimental group (B) 56 Table 3.3 Summary of average score of participants of two groups for the English general test 57 Table 3.4 Number of mistakes written in the pre-test for all participants 57 Table 3.5 Summary of number of average mistakes for all participants in the pre-test 58 Table 3.6 Number of mistakes written in the post-test for all participants 59 Table 3.7 Summary of number of average mistakes for all participants in the post test 60 Table 3.8 Scores on accuracy in grammar for all participantsin the posttest 60 Table 3.9 Comparison of scores ofaccuracy in grammar between two groups 62 Table 3.10 Scores on accuracy in punctuation for all participants in the post-test 62 Table 3.11 Comparison of scores of accuracy in punctuation between two groups 64 Table 3.12 Scores on the richness of content for all participants in the pre-test and the post-test 64 v CHAPTER 1: INTRODUCTION The English language has rapidly become the most popular foreign language in Vietnam, especially at schools, colleges and universities For learners of English, the English language surely brings about a better career prospect Frankly, writing is among the most prominent skills that EFL learners need to learn as an essential component of their academic practice and laterin their professional life, which partially explains why teaching writing has prompted a good deal of research that covers various aspects of its broad instructional contexts Teaching and learning how to write successfully gets even more complicated and challenging for both language teachers and students when it comes to ESL/ EFL environments compared with teaching L1 writing For many Vietnamese students, presenting written work is a substantial challenge They may have little experience of writing since leaving secondary schools or colleges, and may be very anxious about having to write essays marked by a tutor There is no doubt that having one’s work assessed by another is a daunting experience, but there are techniques, which can be adopted and make this skill easier Of the four skills, writing, in general, is considered the most difficult one for every student, especially for high school students The four language skills (reading, speaking, listening and writing) are taught regularly at many schools and universities, among which the writing skill is very important because it is a productive skill It is also because of the fact that besides speaking, people frequently have to communicate with each other via writing The ability to write in English for various purpose of communication is becoming increasingly more and more essential in today’s modern world Writing is known as an important skill for multifarious reasons in education and business Consequently, it has become one of the major requirements in English for General Purposes (EGP) as well as English of Academic Purposes (EAP) syllabi Evidently, the pedagogical purposes of writing range from improving, training, and practicing language in the early stages of learning to communicating fluently and accurately at intermediate and more advanced levels (Raimes, 1987) Indubitably, writing is a complicated process through which ideas are created and expressed Learning to write in a foreign language is even harder and it takes a considerable amount of time and effort to write skillfully To become a skillful writer, the role of English writing instruction in foreign language education is quite prominent (Weigle, 2002) Writing a paragraph may be the most difficult task for some students of foreign languages.Writing paragraphs allows learners toemploy their linguistic resources They need to know more about whether the experience of writing on a particular type leads to better writing and to opportunities to learn from the errors they made Studies on writing suggest that writing is an important skill in writer's abilities to manipulate sentence structures in order to produce comprehensible texts L1 writing theories indicate that working memory limitations play an important role in formulation Therefore, improving linguistic accuracy presumably frees working memory space and allows the writer to devote more attention to meaning-related problems A major problem for developing writing accuracy is thinking in another language and translating into English Another problem is worrying about grammatical correctness while you write (Wolfe-Quintero, K., Inagaki, S., & Kim, H 1998) By providing nonthreatening writing experiences for students, we are enabling them to develop confidence in the writing abilities they already have as they demonstrate for self as well as teacher- the syntactic fluency they have been developing through a lifetime of using and listening totheir native tongue Very few if any of them could explain that they are putting words together in the patterns that create meaning; and as they fill the empty pages, they would be unable to name the kinds of verbal constructs they're using to express their thoughts Butthey are indeed demonstrating that they have already mastered the basic grammatical structures they need for writing and the writing we're asking them to is enabling them to develop more fluency (Raimes, A 1987) In particular, factors that cause problems in L2 writing entail the purpose, organization, and positioning of text (Paltridge, 2004; Roca de Larios, J R., Murphy, L., & Marin, J.2002) and learners’ perceptions of their audience (Casanove, 2004 ; Johns, 1997; Paltridge, 2004) Therefore, it is crucial to study learners’ writing processes, in particular, the planning process,and identify what learnersdo to cope with difficulties in the writing process due to their lack of competence in L2writing Furthermore, research on how the planning process affects learners’ final writtenproducts is needed Franken and Haslett (2002) concentrated on the effect of interactions in L2 writing conditions They will conduct an experiment exploring the effects of interaction on the rhetorical features of summary writing as well as paragraph writing The findings will also reveal that working individually results in significantly higher mean scores for linguistic accuracy and complexity in a summary writing task Moreover, the findings will imply that interaction with a peer is more effective in paragraph writing tasks where learners are required to have more specific domain knowledge in order to generate ideas and support their ideas as well.Besides, some studies have issued that fluency is often associated with speed, but speed in itself has no value What is important is the ability to work with the speed and accuracy that is appropriate to the purpose for reading or writing Being measured and deliberate may be right for one purpose, and reading or writing quickly, or expressively, may be best for another 1.1 Rationale With the phenomenal spread of English as global lingua franca, the need for a master of this language for educational and for professional purposes has heightened In both English as a foreign language (EFL) and English as a second language (ESL) programs, the students’ development of writing skills is now emphasized Therefore, many elementary EFL high school students often struggle with their writing accuracy English has been run like blood through the veins of nations all over the world To have good communication skills in English is burning desire for most people Rule Commas are more likely to follow parentheses than precede them Incorrect:When he got home, (it was already dark outside) he fixed dinner Correct:When he got home (it was already dark outside), he fixed dinner II/ Quotation: Rule Use double quotation marks to set off a direct (word-for-word) quotation Correct: "I hope you will be here," he said Incorrect: He said that he "hoped I would be there." (The quotation marks are incorrect because hoped I would be there does not state the speaker's exact words.) Rule 2a Always capitalize the first word in a complete quotation, even midsentence Example:Lamarr said, "The case is far from over, and we will win." Rule 2b Do not capitalize quoted material that continues a sentence Example:Lamarr said that the case was "far from over" and that "we will win." Rule 3a Use commas to introduce or interrupt direct quotations Examples: He said, "I don't care." "Why," I asked, "don't you care?" This rule is optional with one-word quotations Example: He said "Stop." Rule 3b If the quotation comes before he said, she wrote, they reported, Dana insisted, or a similar attribution, end the quoted material with a comma, even if it is only one word Examples: "I don't care," he said "Stop," he said Rule 3c If a quotation functions as a subject or object in a sentence, it might not need a comma Examples: Is "I don't care" all you can say to me? Saying "Stop the car" was a mistake Rule Periods and commas ALWAYS go inside quotation marks Examples: The sign said, "Walk." Then it said, "Don't Walk," then, "Walk," all within thirty seconds He yelled, "Hurry up." Rule 5a The placement of question marks with quotation marks follows logic If a question is within the quoted material, a question mark should be placed inside the quotation marks Examples: She asked, "Will you still be my friend?" The question Will you still be my friend?is part of the quotation Do you agree with the saying, "All's fair in love and war"? The question Do you agree with the saying?is outside the quotation Rule 5b If a quoted question ends in midsentence, the question mark replaces a comma Example: "Will you still be my friend?" she asked Rule Quotation marks are used for components, such as chapter titles in a book, individual episodes of a TV series, songs from a Broadway show or a music album, titles of articles or essays in print or online, and shorter works such as short stories and poems It is customary in American publishing to put the title of an entire composition in italics Put the title of a short work—one that is or could be part of a larger undertaking—in quotation marks A "composition" is a creative, journalistic, or scholarly enterprise that is whole, complex, a thing unto itself This includes books, movies, plays, TV shows, newspapers, magazines, websites, music albums, operas, musical theater, paintings, sculptures, and other works of art Example: Richard Burton performed the song "Camelot" in the 1960 Broadway musical Camelot Although the word is the same, "Camelot" the song takes quotation marks because it's part of a larger work—namely, a full-length show called Camelot Rule Use single quotation marks for quotations within quotations Example: Dan said: "In a town outside Brisbane, I saw 'Tourists go home' written on a wall But then someone told me, 'Pay it no mind, lad.' " Note that the period goes inside both the single and double quotation marks Also note that, as a courtesy, there is visible space between adjacent single and double quotation marks Rule 8a Quotation marks are often used with technical terms, terms used in an unusual way, or other expressions that vary from standard usage Examples: It's an oil-extraction method known as "fracking." He did some "experimenting" in his college days I had a visit from my "friend" the tax man Rule 8b Never use single quotation marks in sentences like the previous three Incorrect: I had a visit from my 'friend' the tax man The single quotation marks in the above sentence are intended to send a message to the reader that friend is being used in a special way: in this case, sarcastically Avoid this invalid usage Single quotation marks are valid only within a quotation, as per Rule 7, above Rule When quoted material runs more than one paragraph, start each new paragraph with opening quotation marks, but not use closing quotation marks until the end of the passage Example: She wrote: "I don't paint anymore For a while I thought it was just a phase that I'd get over "Now, I don't even try APPENDIX F LESSON PLAN N03 Grammar Choose the best answer to complete the following sentences The headquarters of the business located in New York A are B be C have D is We agreed what he proposed was to escape from the crisis A means B a mean Foreign passengers A the custom C a means waited over B custom two D mean hours to C a custom clear D customs I don't like Joe, but I have to admit that he is much stronger than A mine B me C myself D I It is _ that proposed this plan A her B herself The priest A herself told C hers the girl B by herself to D she keep that C for herself idea _ D to herself Every _ gave the actress a big hand when she entered the hall A person B people C one D ones He did not hold that opinion and did I A nor I B either happened A an to see C neither UFO B a while fling D or from C a number of L.A to Chicago D little 10 This photo reminds me that we had at the party to which many celebrities A good time had B a good time been C the good time invited D good times 11 It is said that there are quite a few radical political groups A in an England B in United Kingdom C in the England D in the United Kingdom 12 Alice was hit in face because she insulted her mother A her B the C a D some 13 Your wage is calculated by _ hour A some B a C an D the 14 Ben worked _ in order to accomplish the task by the deadline A from the morning till the night B from morning till C from a morning till a night D from mornings till nights night 15 My son go swimming in the river when he was a child A would B shall C will D should 16 I _ staying here because I can't get along with my new roommate A would rather not keep B would not rather C would rather not keep D would not rather keeping keep 17 I would rather you my daughter A will marry B marry C married D have married 18 Juliet cannot think about Romeo A stop B but C help D but helping 19 Marco down on the bed and took a deep breath A lied B laid C lay D lain 20 Alice a call from her boyfriend A wait 21 Is B waited that A in there the store B which C awaited D awaited for you C there bought your shoes D where 22 Roger was never able to sing the song no matter he tried A how many B hardly C hard D how hard 23 I'm ready to lend you books I have on the subject A such a B which C what d D as many 24 What did you such a stupid thing ? A in B on C with D for 25 The reporter finally knew the year _ the actress was born in A when B where C of D that APPENDIX G LESSON PLAN N04 USING APOSTROPHE, EXCLAMATION POINT I/ Apostrophe: Rule 1a Use the apostrophe to show possession To show possession with a singular noun, add an apostrophe plus the letter s Examples: a woman's hatthe boss's wife Mrs Chang's house Rule 1b Many common nouns end in the letter s (lens, cactus, bus, etc.) So a lot of proper nouns (Mr Jones, Texas, Christmas) There are conflicting policies and theories about how to show possession when writing such nouns There is no right answer; the best advice is to choose a formula and stay consistent Rule 1c Some writers and editors add only an apostrophe to all nouns ending in s And some add an apostrophe + s to every proper noun, be it Hastings's or Jones's One method, common in newspapers and magazines, is to add an apostrophe + s ('s) to common nouns ending in s, but only a stand-alone apostrophe to proper nouns ending in s Examples: the class's hours Mr Jones' golf clubs the canvas's size Texas' weather Care must be taken to place the apostrophe outside the word in question For instance, if talking about a pen belonging to Mr Hastings, many people would wrongly write Mr Hasting's pen (his name is not Mr Hasting) Correct:Mr Hastings' pen Another widely used technique is to write the word as we would speak it For example, since most people saying "Mr Hastings' pen" would not pronounce an added s, we would write Mr Hastings' pen with no added s But most people would pronounce an added s in "Jones's," so we'd write it as we say it: Mr Jones's golf clubs This method explains the punctuation of for goodness' sake Rule 2a.Regular nouns are nouns that form their plurals by adding either the letter s or -es (guy, guys; letter, letters; actress, actresses; etc.) To show plural possession, simply put an apostrophe after the s Correct:guys' night out (guy + s + apostrophe) Incorrect:guy's night out (implies only one guy) Correct:two actresses' roles (actress + -es + apostrophe) Incorrect:two actress's roles Rule 2b Do not use an apostrophe + s to make a regular noun plural Incorrect:Apostrophe's are confusing Correct:Apostrophes are confusing Incorrect:We've had many happy Christmas's Correct:We've had many happy Christmases In special cases, such as when forming a plural of a word that is not normally a noun, some writers add an apostrophe for clarity Example:Here are some do's and don'ts In that sentence, the verb is used as a plural noun, and the apostrophe was added because the writer felt that dos was confusing Not all writers agree; some see no problem with dos and don'ts However, with single lowercase letters, it is advisable to use apostrophes Example:My a's look like u's Imagine the confusion if you wrote that sentence without apostrophes Readers would see as and us, and feel lost Rule 2c English also has many irregular nouns (child, nucleus, tooth, etc.) These nouns become plural by changing their spelling, sometimes becoming quite different words You may find it helpful to write out the entire irregular plural noun before adding an apostrophe or an apostrophe + s Incorrect:two childrens' hats The plural is children, not childrens Correct:two children's hats (children + apostrophe + s) Incorrect:the teeths' roots Correct:the teeth's roots Rule 2d Things can get really confusing with the possessive plurals of proper names ending in s, such as Hastings and Jones If you're the guest of the Ford family—the Fords—you're the Fords' guest (Ford + s + apostrophe) But what if it's the Hastings family? Most would call them the "Hastings." But that would refer to a family named "Hasting." If someone's name ends in s, we must add -es for the plural The plural of Hastings is Hastingses The members of the Jones family are the Joneses To show possession, add an apostrophe Incorrect:the Hastings' dog Correct:the Hastingses' dog (Hastings + -es + apostrophe) Incorrect:the Jones' car Correct:the Joneses' car In serious writing, this rule must be followed no matter how strange or awkward the results Rule 2e Never use an apostrophe to make a name plural Incorrect:The Wilson's are here Correct:The Wilsons are here Incorrect:We visited the Sanchez's Correct:We visited the Sanchezes Rule With a singular compound noun (for example, mother-in-law), show possession with an apostrophe + s at the end of the word Example:my mother-in-law's hat If the compound noun (e.g., brother-in-law) is to be made plural, form the plural first (brothers-in-law), and then use the apostrophe + s Example:my two brothers-in-law's hats Rule 4a If two people possess the same item, put the apostrophe + s after the second name only Example:Cesar and Maribel's home is constructed of redwood However, if one of the joint owners is written as a pronoun, use the possessive form for both Incorrect:Maribel and my home Incorrect:Mine and Maribel's home Correct:Maribel's and my home Incorrect:he and Maribel's home Incorrect:him and Maribel's home Correct:his and Maribel's home Incorrect:you and Maribel's home Incorrect:yours and Maribel's home Correct:Maribel's and your home Note: As the above examples demonstrate, when one of the co-owners is written as a pronoun, use possessive adjectives (my, your, her, our, their) Avoid possessive pronouns (mine, yours, hers, ours, theirs) in such constructions It should be mentioned that compound possessives are often clunky as well as confusing For instance, a picture of her and Cesar's house could refer to a photo of "her" in front of the house that Cesar owns or a photo of the house that she and Cesar co-own Big difference Such ambiguous sentences should just be rewritten Rule 4b In cases of separate rather than joint possession, use the possessive form for both Examples: Cesar's and Maribel's homes are both lovely They don't own the homes jointly Cesar and Maribel's homes are both lovely The homes belong to both of them Rule Use an apostrophe with contractions The apostrophe is placed where a letter or letters have been removed Examples:doesn't, it's, 'tis, can't, you'd, should've, rock 'n' roll, etc Incorrect:does'nt Rule There are various approaches to plurals for abbreviations, single letters, and numerals Many writers and editors prefer an apostrophe after single capitalized letters Example:I made straight A's With groups of two or more capital letters, apostrophes seem less necessary Examples: There are two new MPs on the base He learned his ABCs She consulted with three M.D.s OR: She consulted with three M.D.'s Some write M.D.'s to give the s separation from the second period Single-digit numbers are usually spelled out, but when they aren't, you are just as likely to see 2s and 3s as 2's and 3's With double digits and above, many (but not everyone) regard the apostrophe as superfluous: I scored in the high 90s There are different schools of thought about years and decades The following examples are all in widespread use: Examples: the 1990s the 1990's the '90s the 90's Awkward:the '90's Rule Amounts of time or money are sometimes used as possessive adjectives that require apostrophes Incorrect:three days leave Correct:three days' leave Incorrect:my two cents worth Correct:my two cents' worth Rule The personal pronouns hers, ours, yours, theirs, its, whose, and the pronoun oneself never take an apostrophe Examples: Correct: Feed a horse grain It's better for its health Incorrect:Who's glasses are these? Correct: Whose glasses are these? Incorrect: Talking to one's self in public is odd Correct: Talking to oneself in public is odd Rule When an apostrophe comes before a word or number, take care that it's truly an apostrophe (’) rather than a single quotation mark (‘) Incorrect:‘Twas the night before Christmas Correct:’Twas the night before Christmas Incorrect:I voted in ‘08 Correct:I voted in ’08 NOTE Serious writers avoid the word 'til as an alternative to until The correct word is till, which is many centuries older than until Rule 10 Beware of false possessives, which often occur with nouns ending in s Don't add apostrophes to noun-derived adjectives ending in s Close analysis is the best guide Incorrect:We enjoyed the New Orleans' cuisine In the preceding sentence, the word the makes no sense unless New Orleans is being used as an adjective to describe cuisine In English, nouns frequently become adjectives Adjectives rarely if ever take apostrophes Incorrect:I like that Beatles' song Correct:I like that Beatles song Again, Beatles is an adjective, modifying song Incorrect:He's a United States' citizen Correct:He's a United States citizen Rule 11 Beware of nouns ending in y; not show possession by changing the y to ies Correct:the company's policy Incorrect:the companies policy To show possession when a noun ending in y becomes plural, write ies' Do not write y's Correct: three companies' policies Incorrect: three company's policies Exception: Names and other proper nouns ending in y become plural simply by adding an s They not form their plurals with an apostrophe, or by changing the y to -ies Correct: The Flannerys are coming over Incorrect: The Flannery's are coming over Incorrect: The Flanneries are coming over Correct: The Flannerys' house was robbed Incorrect: The Flanneries' house was robbed II/ Exclamation point: Rule Use an exclamation point to show emotion, emphasis, or surprise Examples: I'm truly shocked by your behavior! Yay! We won! Rule An exclamation point replaces a period at the end of a sentence It also replaces a midsentence comma Incorrect: I'm truly shocked by your behavior! Correct: I'm truly shocked by your behavior! Incorrect: "I'm truly shocked by your behavior!," I told her Correct: "I'm truly shocked by your behavior!" I told her Rule Avoid using an exclamation point in formal business writing Rule Overuse of exclamation points is a sign of undisciplined writing The writer F Scott Fitzgerald once said, "An exclamation point is like laughing at your own joke." Do not use even one of these marks unless you're convinced it is justified APPENDIX H LESSON PLAN N05 GRAMMAR Choose the best answer to complete the following sentences My grandmother avoids _ the street here even if she is in a hurry A to cross B cross C crossing D crossed David insisted that he her home after the ceremony A drove B would drive C drive D had driven Volunteers have swept the sidewalk _ A clear B clearly C clean D cleanly The motorcycle gang robbed the man _ his wallet A from B of C off D with I congratulate you _ your victory A on B to C with D for Jane is such an assistant that she can cope with almost any problems A able B.abled C enable D enabled I remember there was a desk in Father's room A big square brown wooden B big brown wooden C brown big square wooden D big brown square wooden square We were very excited to see that a _ boy won first prize in the race A 10-year-old's B 10-years-old C 10-year-old D 10-years-old's It is surprising that Richard have done such a thing A shall B should C will D would 10 Most development in the twentieth century occurred in the States A economical B economic C economy D economically 11 The committee will have a special session _ at the Okura Hotel A next week B to study wage increases C within a month D in two weeks 12 The post office is _ the station on Third Avenue A across to B beside to C away D across from 13 Cross the avenue, take a right and walk to blocks until you see a bus stop _ the left A to B at C in D on 14 We promised to meet again Easter A on B in C at D during 15 Our wedding ceremony will be held at the church of June A at the morning B in the morning C on the morning D the morning 16 Gas is usually sold in this country A by liter B by liters C by the liter D by the liters 18 My uncle came to the party _ A with his car B on his car C in his car D by his car 19 The mayor is well-known _ a man of his word A for B as C of D to 21 It was just o'clock, the school bell was ringing A but B and C so D for 22 If you exactly as I say, I will help you A did B are C will D would 23 The president called Mr Kelly to _ he would delegate authority after he retires A whomever B whose C whom D whoever 24 There might be more orders than we expect, in case, we will manufacture more A whenever B that goods by C whose working D which overtime ... designed to answer the following three research questions: How grammartutorials help EFL high school students improveaccuracy in grammar? How grammar tutorials help EFL high school students improve. .. is to provide grammar tutorials to an experimental group atPhanDinhPhung high schoolso as to find out whether grammar tutorials are effective in helping these elementary EFL students develop their. .. UNIVERSITY NGUYEN THI THANH LONG USING ENGLISH GRAMMAR TUTORIALS TO HELP EFL HIGH SCHOOL STUDENTS IMPROVE THEIR WRITING SKILL Field: Theory and methods of teaching English Code: 60.14.01.11 MASTER