teaching and learning writing has been a really challenging job at kinh mon upper secondary school

CHAPTER 1: INTRODUCTION
1.1. Rationale of the study
Writing is often not as important as other skills such as reading and speaking and it
tends to get rather neglected in many classes. Since the new ‘Tiếng Anh 10’ textbook was in
use, teaching and learning writing has been a really challenging job at Kinh Mon upper-
secondary school.
In literature so far, a few studies have been conducted on difficulties in teaching and
learning writing a foreign language. Most of researchers have come to a general agreement to
a list of common problems facing both students and teachers. Not many have studied
difficulties in teaching and learning writing perceived by upper- secondary school teachers and
students in using the new ‘Tiếng Anh 10’ textbook. Hence, it is in an urgent need of taking a
serious look at such issue.
1.2. Purpose of the study
The main purpose of the study is to probe difficulties in teaching and learning writing
skills among the teaching staff and the 10
th
form students at Kinh Mon upper- secondary
school, in Hai Duong province. Within this purpose, the three central objectives are:
(i) To describe the difficulties perceived by the teachers and the 10
th
form students when
teaching and learning writing skills in the new “Tiếng Anh 10” textbook.
(ii) To investigate factors affecting the success of this process in the writing lessons.
(iii) To suggest some solutions to stimulate the students and make recommendations to
improve teaching method for the teachers at Kinh Mon upper- secondary school.
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1.3. Scope of the study
This minor thesis is conducted at Kinh Mon upper- secondary school in order to
recognize difficulties in teaching and learning writing skills of both the teachers and the 10
th
form students. Factors causing such challenges are then found out. To go ahead, the thesis also

offers some suggestions to better the current context.
1.4. Design of the study
This study is divided into four chapters to get better insights into different aspects of
the problem. Chapter 1 introduces rationale, purpose, scope, and overview of the thesis design.
Chapter 2 deals with definitions of writing, roles of writing, approaches to writing teaching,
and writing teaching procedure. Chapter 3 presents the study of which the Kinh Mon upper-
secondary school context is first discussed. The introduction of the new ‘Tiếng Anh 10’
textbook is then elaborated. After that, the method underlying the research and descriptions of
data analysis are shown. In terms of method, the background information of the research
questions, the subjects, the data collection instruments, and data collection procedure are
introduced. More importantly, data analysis provides specific explanations and the findings of
the study. Chapter 4 offers some personal recommendations for such current problems in
teaching and learning writing skills at Kinh Mon upper- secondary school. Limitations and
suggestions for further research are also explained.
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CHAPTER 2: LITERATURE REVIEW
2.1. Definitions of writing
Writing has been defined in a variety of ways, which shows a lack of consensus as to
what it is, and reflects the complexity of the writing process. Traditionally, researchers
focused mainly on form and the final product while current researches on writing emphasize
the writing process and strategies which are utilized by writers to attain the final product.
According to Byrne (1991), writing can be seen as an “act of forming graphic symbols”; that
is letters or the combination of letters. Simply, writing is like “making marks on the flat
surface of some kinds” (p.1). Lannon (1989) made a conflicting definition that writing, in fact,
is a far more complicated process than the production of graphic symbols. It is “a process of
transforming the material discovered by research inspiration, accident, trial and error, or
whatever into a message with a definite meaning …, a process of deliberate decision” (p.9).
From another view of writing, Murray (1978, p. 29) and Perl (1979, p. 43) defined writing as
“a creative discovery procedure characterized by the dynamic interplay of content and
language: the use of language to explore beyond the known content.” Writing can also be seen

as a social process by Candlin and Hyland (1999). They has asserted that “writing is therefore
an engagement in a social process, where the production of texts reflects methodologies,
arguments and rhetorical strategies constructed to engage colleagues and persuade them of the
claims that are made” (p.107). Noticeably, language teachers have defined writing so
differently. As for Tribble, writing is “a language skills which is difficult to acquire” (1996, p.
3). He also stressed that writing “normally requires some forms of instruction” and that “it is
not a skills that is readily picked up by exposure” (1996, p. 11). Harris (1993, p. 10) affirmed
that writing is “a process that occurs over a period of time, particularly if we take into account
the sometime extended periods of thinking that precede creating an initial draft”. From my
personal experience as a classroom teacher, I share with Rivers’ definition (1981) that “writing
is not a skill that can be learned or developed in isolation but it should be taught and
developed in cooperation with other skills and aspects of the language studied.”
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2.2. Roles of writing
Writing emerges with its own functions and brings along communicative code of the
writers. When making a piece of writing, the writer implies a message or a certain purpose. In
the modern world, writing (written language) serves a range of functions in everyday life. As
Nunan (1991:84) aptly points out, writing is:
(i) Primarily for action: public signs (on roads and stations), product labels and instructions
(on food, tools or toy purchased), recipes, maps, television and radio guides, bills, menus,
telephone directories, etc.
(ii) Primarily for social contact: personal correspondence, letters, postcards, greeting cards.
(iii) Primarily for information: newspapers and magazines, non- fiction books (textbooks,
public notices, advertisement, guidebooks and travel literature, etc.)
(iv) Primarily for entertainment: light magazines, comic strips, fiction books, poetry and
drama, film subtitles, games including computer games.
In classroom, teaching and learning writing also plays an important role. Through
writing, learners are able to share ideas, arouse feelings, persuade and convince other people.
We are able to discover and articulate ideas in the way that only writing makes possible.
Therefore, writing has always occupied a place in the language syllabus. Discussing about this

issue, White (1981, p. 1) points out a number of reasons why writing merits a place in the
language syllabus as follows:
(i) Writing remains the commonest way of examining students’ performance in English (all
public examinations include a composition). Consequently, ability to write remains a key to
examination success.
(ii) In the eyes of both parents and students, ability to write may be associated with evidence of
having learnt the language. Writing is tangible parents and students can see what has been
done and what has been achieved. So it has high ‘face validity’.
(iii) In classroom, writing may be used as one of a number of techniques to help add variety
and interest to lesson.
(iv) Teachers may use writing as a testing device to provide feedback on what students have
learnt. Students’ writing can provide useful evidence of successes or failures in learning, of
confusions, and errors.
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(v) Writing requires thought, discipline and concentration. It is relatively a permanent form
and readers judge us by our style, content and logic. So writing demands care and thought.
In CLT, the teaching of writing also aims at communication. However, besides being
used to communicate, writing helps students learn. In Raimes’ opinion (1983, p.3), “first
writing reinforces the grammatical structures, idioms and vocabulary that students have been
taught. Second, when students write, they also have a chance to be adventurous with the
language, to go beyond what they have just learnt to say, to take risks. Third, when they write,
they necessarily become very involved in the new language, the effort to express ideas, and
the constant use of eyes; hand and brain is a unique way to reinforce learning”.
With all the roles mentioned above, writing really becomes an integral part in almost every
language syllabus from elementary to tertiary level.

2.3. Approaches to teaching writing
It is confirmed that teaching and learning writing is really complicated work. For
students, they must have knowledge of content, organization, discourse, syntax, lexis, and
mechanical elements. For teachers, they may be confused of a variety of approaches. In other

words, approaches to teaching ESL/ EFL writing have long been a topic of controversy for
them, even for researchers. It is being taught in many different ways, and each approach can
be effective, if the teacher believes in what he or she teaches. Ann Raimes (1983, pp. 5- 10)
presents six approaches to teaching writing: (i) The Control- to- Free Approach, (ii) The Free-
Writing Approach, (iii) The Paragraph- Pattern Approach, (iv) The Grammar- Syntax-
Organization Approach, (v) The Communicative Approach, (vi) The Process Approach.
(i) The Control - to- Free Approach
The Control- to- Free Approach in writing is sequential. In this approach, writing is
considered as a reinforcement means of speech and is used to master grammatical or syntactic
rules. At lower level, students are often given sentence- level exercises or controlled
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compositions to imitate, copy or manipulate. Students, therefore, make few mistakes. Only at
high or advanced level are students allowed to try some free compositions, in which they can
express their own ideas.
In short, this approach emphasizes accuracy rather than fluency. Syntax and mechanics
are main stresses of the approach.
(ii) The Free- Writing Approach
Contrast to the Control- to- Free Approach, the Free- Writing Approach focuses more
on fluency, and quantity of writing than quality. Students are assigned a vast amount of free
writing on given topics with only minimal correction of errors. They are allowed to write
freely without worrying about grammar and spelling. Content and fluency are taken into
account first.
(iii) The Paragraph- Pattern Approach
Different from the two approaches mentioned above, the Paragraph- Pattern Approach
stresses on paragraph organization. Students copy a model paragraph, analyze its form and
then write a parallel one. In this approach, students are provided with such kinds of exercises
as sentence ordering, sentence inserting or sentence deleting, etc.
(iv) The Grammar- Syntax- Organization Approach
The name ‘the Grammar- Syntax- Organization Approach’ fully reveals the
characteristics of the approach. Writing cannot be seen as composed of separate skills which

are learned one by one. Students need to pay attention to organization while they also work on
the necessary grammar and syntax. For example, to write a clear set of instructions on how to
use a phone card, the writer needs more than the appropriate vocabulary. He needs the simple
forms of verbs, an organizational plan based on chronology; sequence words like first, then,
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next, etc. In the preparatory stage, these vocabulary and structures are reviewed and taught. In
general, this approach is the combination of the purpose and the form of the writing.

(v) The Communicative Approach
The Communicative Approach aims at communicative competence, so it stresses the
purpose of the writing and the audience for it. Students are regarded as writers in real life and
they are encouraged to ask themselves the key questions: Why am I writing this? (purpose)
and who will read it? (audience). Conventionally, the teacher acts as the audience for students’
writing. However, to make it more real- life- closed communication, students become readers
for each other. They read each other’s writings, respond, rewrite in another form or make
comments, but not correct. Sometimes the teacher creates a context in which students are real
readers by making them role- play, exchange letters, reply, ask questions and comment.
(vi) The Process Approach
The teaching of writing has recently moved away from a concentration on the written
product to an emphasis on the process of writing, which leads to the emergence of Process
Approach. Process Approach to writing came into play in the 1970s. This approach
encourages students’ communication of ideas, feelings and experiences. It is more global and
focuses on purpose, theme, text type, i.e. the reader is emphasized. Thus, writers not only
concern about purpose and audience but also have to make decisions on how to begin and how
to organize a piece of writing. Writing is a process, so students are given time to set out ideas,
make plan, write a first draft, revise what has been written after a peer feedback, then they can
edit their writing or write other drafts before the final version is produced. Brown (1994, pp.
335- 336) points out some features of Process Approach as follows:
(1) focus on the process of writing that leads to the final written product
(2) help students understand their own composing process

(3) help them to build repertoires of strategies for prewriting, drafting, and rewriting
(4) give students time to write and rewrite
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(5) place central importance on the process of revision
(6) let students discover what they want to say as they write
(7) give students feedback throughout the composing process (not just the final product) as
they attempt to bring their expression closer and closer to attention
(8) encourage feedback from both the instructor and peers
(9) include individual conferences between teacher and students during the process of
composition
There are various approaches to teaching writing as mentioned. It is true to say that
there is not necessarily any ‘right’ or ‘best’ way to teach writing skills. The best practice in
any situation will depend on the type of students, the text type being studied, the school
system and many other factors (Steele, 2002). Hereunder wants to clarify the two most popular
approaches used in ESL/ EFL classroom, namely (i) Product Approach and (ii) Process
Approach.
(i) Product Approach
Product Approach is a traditional approach which is a largely “prescriptive and
product- centered” way of teaching writing. This approach pays much attention to the final
outcome of a writing process and supposes that students need to produce only one writing
version of the task. The model of this approach is outlined by Steele (2002) as follows:
Stage 1: Model texts are read, and then features of the genre are highlighted. For
example, if studying a formal letter, students' attention may be drawn to the importance of
paragraphing and the language used to make formal requests. If studying a story, the focus
may be on the techniques used to make the story interesting, and students focus on where and
how the writer employs these techniques.
Stage 2: This consists of controlled practice of the highlighted features, usually in
isolation. So if students are studying a formal letter, they may be asked to practise the
language used to make formal requests.
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Stage 3: This stage is very important. Those who favour this approach believe that the
organization of ideas is more important than the ideas themselves and as important as the
control of language.
Stage 4: Students choose from a choice of comparable writing tasks. Individually, they
use the skills, structures and vocabulary they have been taught to produce the product; to show
what they can do as fluent and competent users of the language.
(ii)Process Approach
On the contrary, Process Approach focuses on the process rather than the final product.
Steele comes up with a typical sequence of activities:
Stage 1: Generating ideas by brainstorming and discussion. Students could be
discussing qualities needed to do a certain job, or giving reasons as to why people take drugs
or gamble. The teacher remains in the background during this phase and only provides
language support if required so as not to inhibit students in the production of ideas.
Stage 2: Students extend ideas into note form, and judge quality and usefulness of
ideas.
Stage 3: Students organize ideas into a mind map, spider gram, or linear form. This
stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which
helps students with the structure of their texts.
Stage 4: Students write the first draft. This is done in class and frequently in pairs or
groups.
Stage 5: Drafts are exchanged, so that students become the readers of each others
work. By responding as readers, students develop an awareness of the fact that a writer is
producing something to be read by someone else, and thus can improve their own drafts.
Stage 6: Drafts are returned and improvements are made based upon peer feedback.
Stage 7: A final draft is written.
Stage 8: Students once again, exchange and read each other’s work and perhaps even
write a response or reply.
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Comparing the two approaches, Steele summarizes their differences in the table below:
Process writing Product writing

* text as a resource for comparison
* ideas as starting point
* more than one draft
* more global, focus on purpose, theme, text
type, i.e., reader is emphasized
* collaborative
* emphasis on creative process
* imitate model text
*organization of ideas is more important than
ideas themselves
* one draft
* features highlighted including controlled
practice of those features
* individual
* emphasis on end product
Table 1: Differences between Process Approach and Product Approach
From the analysis and the comparison of the two approaches, it is undeniable that each
approach has its own strengths and weaknesses. It is also the fact that there are few classrooms
where teachers are devoted to one approach as to exclude all others. Normally, they still use
techniques drawn from other approaches as the students need them and those techniques are
useful in the context of the class. The writing lessons in new ‘Tiếng Anh 10’ textbook were
compiled following both Product Approach and Process Approach. This Combined Product-
Process Approach is found to be more popular, appropriate and effective. The suggested
general outline for a writing lesson following this approach may be:
Stage 1: A model is given.
Stage 2: Students work on the model, analyze its typical features, and pay attention to
the language and structure of the model.
Stage 3: Students work in groups/ pairs to find out the ideas for the writing topic/ task
and produce an outline.
Stage 4: Students write the first draft individually/ in pairs/ in groups. The model is

used for comparison.
Stage 5: Drafts are exchanged. Students give comments on each other’s work.
Stage 6: Drafts are returned and changes or improvements are made based on peer
feedback.
Stage 7: Students write final drafts.
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Stage 8: Final drafts are exchanged once more; students give response or reply to each
other.
Stage 9: Teacher gives feedback.

2.4. Writing teaching procedure
According to Brown (1994), teachers should follow the teaching procedure including
two main stages: Pre- writing and While- writing. This procedure is a combination of different
approaches, especially the communicative approach and the process approach.
(i) Pre- writing
- Exploiting the model text in terms of form, vocabulary, grammar, organization, etc.
- Defining the task such as describe , write a letter of
- Limit the topic
- Generate the ideas
(ii) While- writing
- Draft
- Revise
- Write the final version
Summary
This chapter has so far touched upon issues relating to the topic of the study. It has
discussed issues concerning writing: definitions of writing, roles of writing, writing teaching
procedure, and approaches to teaching writing. Although writing in terms of definition can be
seen differently, its roles cannot be denied. Writing skills, therefore, must be taught
thoroughly at school. By recounting briefly the history of teaching writing, the author finds
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that language teachers may be confused by such various approaches. It is unavoidable that
they have a problem with teaching methodology in writing lessons. Hence, writing activities
has taken into consideration because teaching techniques will be discussed in the next chapter.
CHAPTER 3: THE STUDY
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3.1. The context: Kinh Mon upper- secondary school
3.1.1. Teachers
There are totally six teachers of English. Their English proficiency and teaching
method are not equally qualified. Three of them graduated from English Department, Vietnam
National University, Hanoi College of Foreign Languages. Two were trained English as their
second foreign language at Russian Department, Vietnam National University, Hanoi College
of Foreign Languages. One graduated from the in- service center in Hai Duong province.
Since the new textbook was introduced, they have attended the provincial textbook
introduction workshops run by the local trainers for the past three years to get the ideas about
the textbook and new teaching method. From my perspective, their interests in teaching are so
varied, not all of them are really devoted to their teaching job.
3.1.2. Students
The 10
th
form students at Kinh Mon upper- secondary school are sixteen years old and
have learnt English, including writing skills, for four years at lower- secondary schools. As a
matter of fact, they are beginners of English. More importantly, few students take English
examinations into universities and colleges, therefore they are likely to be demotivated easily.
Apparently, applying teaching approaches and using teaching methods should be taken into
account in order to foster and develop their writing skills efficiently.
3.1.3. Facilities
Generally speaking, the average class size of 50 students is rather big and
inconvenient. The desks are arranged traditionally with two rows of six desks. There is a
narrow isle in the middle and two narrower ones on the sides, no other empty space left where
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the teachers and the students can move to and fro if they implement different interactive
activities. Moreover, the classrooms are not equipped with modern facilities such as television,
computer, and projector, except for a board.
3.2. The new ‘Tiếng Anh 10’ textbook
The new ‘Tiếng Anh 10’ is the fifth volume which succeeds a new series of English
textbook from grade 6 to grade 9. It is underpinned by the communicative approach and task-
based teaching to the introduction of language input. The units are arranged according to
topics which are true to life and familiar with upper- secondary school students. This is an
important advantage of the textbook as it is relevant to the students’ needs, which may arouse
their interests. The purpose underlying in the textbook is to develop students’ communicative
language skills including listening, speaking, reading, and writing via different interesting and
well- designed units.
The new ‘Tiếng Anh 10’ consists of sixteen units of six themes which are updated and
related to different aspects of daily life: You and Me, Education, Community, Nature,
Recreation, and People & Places. Each unit presents a topic and is represented via five
lessons: Reading, Speaking, Listening, Writing, and Language Focus respectively. Such
division aims to improve students’ communicative skills and systematize important linguistic
components. Teaching procedure of each lesson is divided into two main stages to achieve
different language skills or knowledge on purpose. This refers to the domination of
communicative approach and characterized features of the new textbook.
3.2.1. Objectives
3.2.1.1. General objectives

The textbook helps students with following general objectives:
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(i) Using English as a communicative tool to read, speak, listen, and write in target contexts at
basic level.
(ii) Acquiring fundamental and systematic target English knowledge.
(iii) Getting an overview of English speaking countries: people and cultures; conserving and
developing our national traditions and cultural identity.

3.2.1.2. Specific objectives
Students will be able to achieve certain goals of each language skills underpinning in
the textbook.
(i) Reading: comprehending texts via practicing different reading skills: skimming, scanning,
etc…; enriching vocabulary and structures.
(ii) Speaking: asking- answering, presenting the given topics; using daily communication
species: asking and giving opinions, instructions, asking directions, and so on.
(iii) Listening: comprehending main and specific information of the text or dialogue;
improving basic listening skills.
(iv) Writing: writing short compositions or forms based on model writings.
To sum up, the objectives are concrete, relevant, practical and appropriate to the upper-
secondary school context in Vietnam. Overall, the ultimate goal of English language teaching
is to enable students to acquire the target language knowledge and communicative skills in
practice. In brief, the objectives set in the new ‘Tiếng Anh 10’ by the writers are aligned with
the world tendency of English language teaching.
3.2.2. Teaching approaches
The new ‘Tiếng Anh 10’ textbook is designed basing on two popular approaches:
learner- centered approach and communicative approach. Task- based teaching, of course,
goes through the textbook. The two approaches are widely used not only in the world but also
in Vietnam because they are suitable to the demands of Vietnamese traditional economy and
integration into the world communication. Students are seen to be the center of teaching-
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learning; their activity, and creativity are fostered. In details, teacher plays roles as an
organizer, an advisor, a consultant, an elicitor, a participant, a negotiator, a facilitator, an
initiator and a knowledge resource. Students’ roles are not only to listen to a teacher but also
work in pairs, in groups, and to be ready for required tasks eagerly. In the communicative
approach, communicative competence gained by reading, speaking, listening, and writing is
regarded as the goal of teaching- learning while linguistic competence is considered to be a
means to achieve the set communicative goal. To be honest, although the two approaches are
by no means new to Vietnamese language teachers, they still have been controversial.

Generally speaking, teachers have not been sufficiently trained to apply the approaches
flexibly.
As far as the researcher is concerned, the textbook writers designed all activities
underpinned by task- based teaching with clear instructions, which brings a lot of advantages
to both teachers and students. Firstly, by creating native- like and communicative situations,
students make use of their linguistic knowledge and skills in practice. Secondly, it eases
teachers of methodological burdens; especially those who are in rural or remote areas, and in
deficiency of necessary facilities. Thirdly, students can be involved in diversified and flexible
activities: individual work, pair- work, group- work, and teacher- student interactions, or the
whole class. Such multiform activities, together with convenient learning conditions and
students’ strong motivation are believed to be the decisive factors affecting the success in
language learning.
In short, it is required that teachers must develop teaching method and apply
appropriate approach underpinning the new textbook. When lessons are expected to provide a
genuine means of communication using all the four language skills, as well as a means of
comprehending how the language works, teachers need to perceive new teaching method and
to improve their English proficiency for pedagogical purposes.
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3.2.3. Writing lessons
The new “Tiếng Anh 10” textbook fosters to develop four language skills and all
aspects of language. Indeed, writing lessons make up 20 % of 86 periods of the English
syllabus. Although each lesson is not clearly divided into stages: Pre- writing, While- writing
and Post- writing, it can be easily noticed that the initial tasks are a preparation for the final
task. There are totally 16 units, so 16 writing lessons are designed with a view to making
students familiar with real- life situations on text. The required competences of writing lesson
in each unit are detailed in the following table:
Units Competences
1. A day in the life of Writing a narrative
2. School talks Filling in a form
3. People’s background Writing about people’s background

4. Special education Writing a letter of complaint
5. Technology and You Writing a set of instructions
6. An excursion Writing a confirmation letter
7. The Mass Media Writing about advantages and disadvantages of the mass media
8. The story of my village Writing an informal letter: giving directions
9. Undersea world Describing information from a table
10. Conservation Writing a letter of invitation
11. National parks Writing a letter of acceptance or refusal
12. Music Writing a profile
13. Films and cinemas Describing a film
14. The World Cup Writing an announcement
15. Cities Describing a city
16. Historical places Describing a chart
Table 2: Checklist of writing tasks in English textbook 10
3.3. The study
3.3.1. Method
3.3.1.1. Participants
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The participants chosen for the study are 150 students from groups of 10 A3, 10 A5
and 10 A9, and six teachers of English (four of them are teaching grade 10 at present).
3.3.1.2. Instruments
In order to obtain adequate data for the study, three main instruments were used and
described as follows:

(i) Instrument one: Questionnaires
One questionnaire for the students comprising of ten closed- ended questions was
conducted in Vietnamese to enable the students to understand easily and to allow their full
expression of ideas. It included two main parts: Part one was to obtain personal information
about the student participants. Part two aimed to elicit the information concerning the
students’ opinions about their problems with writing learning, factors affecting their

participation and interests in the writing lessons, and their recommendations for improving it.
One questionnaire delivered to the teachers with 10 closed- ended questions was
strictly conducted in English. It also consisted of two sections: Section one was given to obtain
the personal information of the teacher respondents. Section two was to investigate the
teachers’ opinion about their problems with writing teaching, factors affecting their students’
participation and interests in the writing lessons, and their recommendations for improving it.
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(ii) Instrument two: Interviews
The interviews help to get better insights into the research questions. The interview
questions include 10 items on the survey questionnaires to get more information in details. Six
teachers and 15 students were invited to discuss for further information about the items raised
in the questionnaires.
(iii) Instrument three: Classroom observations
Class observations were applied to clarify and test the validity of information about the
actual writing teaching and learning context: the challenges in the writing classes.
3.3.1.3. Data collection
On the first day of the survey, six sheets of questionnaire were delivered to the
teachers. While the teachers were completing the questions, the researcher also sat besides
them to give them clarification if any confusion arose.
On the next three days, three sets of questionnaire were delivered to the students. The
required permissions needed to gain access to the students had been obtained in advance. 150
sheets were handed out and returned by 135. While the respondents were working on the
questions, the researcher was also present to give any explanation, if any confusion or
problems arose. 15 students were chosen by chance from the surveyed population to take part
in a one- to- one interview. It was conducted in a quiet room free from distraction. Before the
interview began, the researcher explained the nature of the research and the purpose of the
interview and the amount of time to complete the conversation. She also informed the
interviewee about how the data were to be recorded, and how the data were to be used later on
in an attempt to cope with the informants’ shyness and fear of expressing their own ideas. The
observation was carried out in four lessons in different classes.

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3.3.2. Data analysis
This part of the thesis is the treatment of all the data collected from the survey
questionnaires conducted on six teachers and 135 students, the direct interviews with 15
students, and the classroom observations.
3.3.2.1. Data analysis of teachers’ survey questionnaire
3.3.2.1.1. Teachers’ personal information
There were three males and three females taking part in the survey. The teachers’ ages
ranges from 28 to 52. Their experience in teaching English varies from five to 18 years during
which they have spent from one to three years teaching writing skills to the 10 form students.
Of these six teachers, four are currently taking charge of English 10.
3.3.2.1.2. Analysis of teachers’ survey questionnaire

How important is writing skills in the new ‘Tiếng Anh 10’ textbook?

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Chart 1: Importance of writing skills
According to the chart, the teacher respondents valued the importance of writing skills
in comparison with other skills nearly in the same way. Five of them thought that writing
skills was as important as other skills, and only one viewed it less important.
What is (are) the purpose(s) of teaching writing skills at upper- secondary level?
Agree Disagree
To help students revise the vocabulary they have learnt 5 1
To help students practice grammatical structures they have learnt 5 1
To provide students with chances of communicating with each other 5 1
To help students train logical thinking 5 1
To let teachers have break time 1 5
Table 3: Purposes of teaching writing skills
It can be seen from the table that the teachers might teach writing skills for several
reasons. In their opinions, teaching writing helped their students revise the vocabulary,

practise grammatical structures they had learnt, provided their students with chances of
communicating with each other, and train logical thinking. These reasons accounted for five,
which means five among six teachers supported the importance of writing skills. One utilized
it as a means to let him/ her have break time.
How are your students in the writing lessons?
Agree Disagree
They are highly motivated to the task levels in each lesson. 5 1
They are interested in the types of writing 5 1
They are nervous because of difficult tasks, and uninteresting topics. 1 5
They are bored because of repeated activities 1 5
Most of them cannot write 1 5
Table 4: Students’ actions in the writing lessons
As can be seen from the table, the majority of the respondents believed that the
students seemed to be in favor of the writing lessons. Five teachers stated that their students
were highly motivated to the task levels and interested in the types of writing. One respondent
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reported that the difficult tasks, the uninteresting topics, and the repeated activities made the
students nervous and bored. This resulted in the fact that most of them could not write.
What are your current problems with teaching writing skills? (Rank them in order of
priority: 1-9)
1. Students’ poor English ability (inability of finding words, and structures)
2. Students’ low background knowledge (inability of finding ideas)
3. Students’ low motivation
4. Lack of necessary facilities
5. Large size classes
6. Your inappropriate method in teaching writing
7. Time shortage
8. Your inexperience in teaching new textbooks
9. Fixed seat arrangement
The data showed that the teachers’ most problematic point was their students’ low

background knowledge, which has been realized by 100% of the teachers in the survey. The
students’ poor English ability is their second difficulty in teaching writing skills. The third one
is students’ low motivation. Generally, they put lack of necessary facilities, large size classes,
their inappropriate methodology in teaching writing, time shortage, their inexperience in
teaching new textbook, and fixed seat arrangement in the third, fourth, fifth, sixth, seventh,
and eighth place respectively. It can be proposed that their current problems are mainly
blamed on the students themselves.
What factors influence your students’ participation and interests in the writing
lessons?
Agree Disagree
Topics 5 1
Tasks 4 2
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Facilities 5 1
Learning environment 5 1
Your method in teaching writing 5 1
Students’ English ability 6
Students’ background knowledge 6
Students’ motivation 6
Tests and exams 5 1
Table 5: Factors influencing students’ participation and interests
The table indicates that the teachers highly agreed that the mentioned factors had
influences on their students’ participation and interests in the writing lessons. Out of nine,
students’ English ability, background knowledge and motivation were regarded to be the key
factors by 100% of the teachers. Five of them were aware of importance of topics, facilities,
learning environment, their methodology, tests and exams. Tasks were supported by four
respondents, dissupported by one.
How often do you use these teaching aids in the writing lessons?

Chart 2: Frequency of using teaching aids

The chart reveals the teaching aids that the teachers frequently, sometimes, or never
use during the writing lessons. Each kind will be discussed in details. It is understandable that
all of the teachers use board and chalk. Besides, textbooks and teacher’s books are
undoubtedly employed by (five frequently, one sometimes and four frequently, two
sometimes). It appears that writing lessons take much time, so the teachers are likely to take
advantage of handouts and posters (three frequently, two sometimes). Surprisingly, one third
of the surveyed population responded that they had never exploited any reference books,
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projectors, pictures, and drawings. This was probably due to the fact that these teachers did not
have enough time to prepare for their teaching lessons, or they are not good enough at using
technology into language teaching.
How do you make use of the textbook in the writing lessons?
Agree Disagree
Use without referring to any writing materials or creating any activities 3 3
Adapt tasks appropriate to the students’ ability 6
Change some tasks to motivate the students 6
Table 6: Adaptation of the textbook
As apparent from the table, the teachers relied on the textbook but did not strictly
depend on it. They all follow its procedure, and of course adapt or change tasks to meet their
students’ ability.
How often do you use these activities?
Frequently Sometimes Never
Pre-
Writing
Design some activities or games to make students
relax
4 1 1
Pre- teach new vocabulary related to writings 6
Explain clearly the task requirements and
instructions in Vietnamese

4 2
Elicit from the students about ideas 6
Lead Ss to the model writing to acknowledge the
form and style
6
While-
Writing
Ask the students to write individually 6
Ask the students to write in pairs 3 2 1
Ask the students to write in groups 1 2 3
Post-
Writing
Correct 6
Share and Compare 6
Exhibit 2 4
Table 7: Teaching techniques
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When being asked how often they used the suggested activities at Pre- writing stage,
the majority of the participants tended to apply those activities frequently. This proved that
they were well- aware of teaching steps. To the question of how often they used the listed
activities at While- writing stage, 100% of the subjects admitted that they frequently asked
their students write individually. They also told that pairs worked less frequently, groups
sometimes or even never worked. This obviously demonstrated that the students had few
opportunities to work communicatively.
With regard to Post- writing activities, it is undeniable that correction, sharing and comparing
are frequently employed by all the teachers, which means that the teachers paid much attention
to correcting the students’ writings. Sometimes, they exhibited a random writing to correct
because of time limitation, which has been illustrated by four surveyed people.
What do you think about the writing lessons in the textbook?
Agree Disagree

Lesson length matches with lesson time 5 1
Tasks are beyond Ss’ ability 2 4
Tasks are designed from low level to high one 4 2
Types of writings are of variety 6
Topics are familiar with Ss 5 1
Table 8: Opinions on the writing lessons
The results showed that every surveyed teacher agreed that types of writings were of
variety. In addition, most of the teachers affirmed that lesson length matched with lesson time,
and topics were familiar with the students. Four teachers thought that tasks were designed
from low level to high one, therefore they disagreed with the idea that tasks are beyond the
students’ ability.
What do you suggest to better your current writing teaching situation?
Agree Disagree
Facilities Facilitate more equipment, reference books 6
Change less authentic writing topics, and inappropriate
tasks.
5 1
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