Nghiên cứu tìm hiểu những hoạt động viết hiệu quả cho sinh viên năm thứ hai trường Trung cấp Thương mại Trung ương

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************


PHẠM THU HIỀN


AN EXPLORATION OF EFECTIVE WRITING TASKS FOR THE
SECOND YEAR STUDENTS AT STATE COMMERCIAL No V SCHOOL

Nghiên cứu tìm hiểu những hoạt động viết hiệu quả cho sinh viên năm
thứ hai trường Trung cấp Thương mại Trung Ương V

M.A MINOR PROGRAMME THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111






Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

PHẠM THU HIỀN


AN EXPLORATION OF EFECTIVE WRITING TASKS FOR THE
SECOND YEAR STUDENTS AT STATE COMMERCIAL No V SCHOOL

Nghiên cứu tìm hiểu những hoạt động viết hiệu quả cho sinh viên năm
thứ hai trường Trung cấp Thương mại Trung Ương V

M.A MINOR PROGRAMME THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
SUPERVISOR: HÀ CẨM TÂM, Ph.D





Hanoi, 2014
i

CERTIFICATE OF ORIGINALITY OF THE THESIS

I certify my authorship of the thesis submitted today entitled:
“An exploration of effective writing tasks for the second year students at State
Commercial No V School” in terms of Statement for thesis and Field Study

Reports in Master‟s Programs Issued by the Higher Degree Committee.

Signature



Phạm Thu Hiền



ii

ACKNOWLEDGEMENTS
I owe many thanks to so many people who have supported me all the way
throughout my study to this final achievement.
It is with deep gratitude that I wish to thank Dr. Hà Cẩm Tâm for her
wholehearted guidance, valuable suggestions and academic advice during the
course of writing this thesis, without which this work would hardly have been
accomplished.
I also wish to acknowledge all the staff of the Department of Post-Graduate
Studies for giving me assistance and the lecturers who conducted the Master course
for me with valuable knowledge.
I would like to extend my deep appreciation to my colleagues at Faculty of
English, State Commercial No V School with their cooperation and useful
suggestions for this paper. My sincere thanks also go to my students for their
patience and willingness to attend the class and assign their writing papers for
analysis.
Last, to my family, words are not enough to express my gratitude. I am
grateful to my parents, my dear husband, and my little daughter. Without their help
and encouragement, I could not have completed this study.

iii

LIST OF FIGURES AND CHARTS
Diagram 1: Writing process (Reid, 1993)
Diagram 2: Producing a piece of writing (Raimes, 1983:6)
Diagram 3: Task components (Nunan, 1989: 48)
Figure 1: Commonly used types of writing task and their pedagogic functions
(Hyland, 2003: 113)
Figure 2: Summary of tasks in this research
Figure 3: Cycle of the action research
Chart 1: Total scores of task 1
Chart 2: Total scores of task 2
Chart 3: Total scores of task 3
Chart 4: Total scores of task 4
Chart 5: Total scores of task 5








iv

ABSTRACT
This study is conducted in an attempt to explore the effective writing tasks
for the second year students at State Commercial No V School in Thanh Hoa used
action research. The findings of the study reveal that the tasks including Complete
gapped paragraphs with target structures/ texts, Reorganize jigsaw texts or
scrambled sentences, Combine sentences provided in materials are the most
effective tasks for the second year students at State Commercial No V School in
Thanh Hoa while the other two which are Practice construction of simple and
complex sentences, Create a text using visual information seem to be obstacles for
students to complete. Some recommendations are then drawn up based on the
findings for the teaching writing skill at school. With careful and detailed
investigations, it is hoped that this study will be a useful source of reference for
teachers, students and those who concern about teaching and learning writing skill.












v

TABLE OF CONTENTS
CERTIFICATE OF ORIGINALITY OF THE THESIS i
ACKNOWLEDGEMENTS ii

LIST OF FIGURES AND CHARTS iii
ABSTRACT iv
TABLE OF CONTENTS v
PART A: INTRODUCTION 1
1. Rationale of the study 1
2. Aims of the study 2
3. Scope of the study 2
4. Methodology of the study 2
5. Significance of the study 2
6. Organization of the study 2
PART B: DEVELOPMENT 4
CHAPTER I: LITERATURE REVIEW 4
1.1. An overview of writing 4
1.1.1. Definition of writing 4
1.1.2. Theoretical approaches to teaching writing 5
1.1.2.1. Product approach 5
1.1.2.2. Process approach 5
1.1.2.3. Accuracy – oriented approach 6
1.1.2.4. Fluency – oriented approach 7
1.1.2.5. Text-based approach 7
1.2. Principles of teaching writing 7
1.3. Task 9
1.3.1. Task definition 9
vi

1.3.2. Task components 10
1.3.3. Task design 11
1.3.4. Types of writing tasks 12
1.4. Previous studies on teaching writing skill 15
CHAPTER II: THE METHODOLOGY 18

2.1. Setting of the study 18
2.1.1. Teaching material 18
2.1.2. Informants 19
2.2. Research question 19
2.3. Data collection procedures 19
2.3.1. Planning 20
2.3.2. Action 23
2.3.3. Observation 24
2.3.4. Reflection 24
CHAPTER III: DATA ANALYSIS AND DISCUSSION 26
3.1. Task 1 26
3.2. Task 2 27
3.3. Task 3 29
3.4. Task 4 30
3.5. Task 5 32
PART C: CONCLUSION 34
1. Conclusion 34
2. Implications 34
3. Limitations of the Study 36
4. Suggestions for Further Research 37
REFERENCES 38
vii

APPENDICES I
APPENDIX 1 I
APPENDIX 2 IV
APPENDIX 3 V

1
PART A: INTRODUCTION

This part introduces briefly about the study including rationale, aims, scope,
significance of the study, methodology used in the study, and design of the study.
1. Rationale of the study
The globalization process has been increasingly spread nowadays, it is
undeniable that English has become the most powerful language in the world. In the
international contexts, it is used as the main means of communication which helps
people from various countries with different languages understand each other.
Therefore, attempting to master English is more important than ever to participate in
worldwide community.
In Vietnam, English is taught and learnt as a compulsory subject at school
from primary school. In this current situation, the question of how to teach and learn
English effectively has been raised and answered by a lot of scholars, teachers as
well as students. Learning English apparently means mastering four integrated
skills: listening, speaking, reading and writing. Among these, writing is the most
important productive skill that students of foreign language are required to practice.
It requires challenging a great deal of knowledge and abilities as well as study
effort.
At State Commercial No V School, I have been teaching writing skill to the
second year students with the book “Powerbase beginners” for three years. During
teaching, I discovered that writing skill seemed to be the weakest among four macro
skills of the students. Students often had difficulties in expressing their opinions in
written language; therefore, they got lower marks on their writing test papers. As a
result, I want to find out effective writing tasks to improve students‟ writing
proficiency and carries out the research entitled “An exploration of effective
writing tasks for second year students at State Commercial No V School”. The
reasons for choosing these effective writing tasks are also studied in the hope to
help both teachers and students to facilitate them practically better.

2
2. Aims of the study

The study is aimed at finding out the effective writing tasks for the second
year students at State Commercial No V School. These writing tasks are supposed
to check students‟ knowledge, help them to recover their old knowledge and
complete writing tasks.
3. Scope of the study
The study itself focuses on trial of some writing tasks to the second year
students at State Commercial No V School to find out the ones that could be
considered as effective.
4. Methodology of the study
In order to achieve the aims mentioned above, the major method used in the
study is the action research. Action research is a method used for improving
practice. The teacher taught the students use the tasks designed for the aim of the
study to see if they were effective.
5. Significance of the study
Writing plays an important role in language teaching. Nevertheless, how to
teach and learn writing effectively often poses great problems to both teachers and
students. In this study, I hope to select the effective writing tasks for her students
and understand why the others are not still effective. Getting to know the reasons
and the challenges students have to face when completing their weak tasks may help
her improve her teaching and help her students to overcome their obstacles.
6. Organization of the study
The thesis is composed of three main parts: introduction, developments and
conclusion.

3
The Introduction aims at the rationale, the aims, the scope, the methodology,
significance and also the design of the study.
The Development consists of four chapters as followings:
Chapter I – Literature Review, discusses an overview of writing, principles
of teaching writing and task. Among these, section 1.1. An overview of writing

presents definition of writing and some theoretical approaches to teaching writing
(including product approach, process approach, accuracy – oriented approach,
fluency – oriented approach and text – based approach). Section 1.2. Principles of
teaching writing presents steps of teaching writing skill stated by some scholars.
Sections 1.3. Task presents task‟s definition, types, components, design and types of
writing tasks.
Chapter II – The methodology describes some methodological knowledge
related to the study. Particularly, section 2.1. presents setting of the study (teaching
material, informants); section 2.2. presents research question; section 2.3. presents
data collection procedures (planning, action, observation and reflection).
Chapter III – Data analysis and discussion presents writing papers‟ results
and discussion of five tasks to explain why they are effective and why not.
The Conclusion consists of four sections. Section 1 presents the conclusion
of the study. Section 2 presents some implications for teachers and students. Section
3 presents the limitations of the study. Section 4 presents suggestions for further
research.





4
PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
In this chapter, some theoretical background knowledge was mentioned: an
overview of writing, including definition of writing, some approach to teach
writing, principles of teaching writing, tasks (definition, types, components, design
and types of writing tasks).
1.1. An overview of writing
1.1.1. Definition of writing

Byrne (1988:1) stated about writing that “Writing can be said to be the act of
forming these symbols: making marks on flat surface of some kind… The symbols
have to be arranged, according to certain conventions, to form words, and words
have to be arranged to form sentences”.
From different point of view, Lannon (1989:9) defines writing as “a process
of transforming the material discovered by research inspiration, accident, trial and
error, or whatever into a message with definite meaning… a process of deliberate
decision. In other words, according to Lannon (1989), writing is a process which
conveys a meaningful message and has a definite purpose, which makes this
definition more adequate than the one given by Byrne (1988) because Lannon
asserts that writing is not a simple act but a hard work of decision making. Having
the same opinion with Lannon, White (1991:3) assumed that writing is a thinking
process in its own right and is not a simple process but a complex one “writing is a
form of problem-solving which involves such processes as generating ideas,
discovering a “voice” with which to write, planning, goal-setting, monitoring and
evaluating with which to express exact meanings”
According to Flower (1984:16), “writing is simply the act of expressing what
you think or saying what you mean” while Tribble (1996:3) considers writing as a
“language skill” that involves “not just a graphic representation of speech, but the
development and presentation of thoughts in a structured way”. Tribble also states

5
that writers not only need to have ideas in their mind bat also know how to put ideas
in a logical and structured order. Among all definitions mentioned above, this
definition is considered the most thorough ones because it nearly covers all aspects
of writing as a skill especially emphasizing the aim of writing as well as
organization of writing.
1.1.2. Theoretical approaches to teaching writing
How to teach writing effectively is difficult to answer and each teacher has a
different point of view with various teaching styles even in the same level.

Therefore, each teacher and researcher has his or her own way to classify
approaches to writing. The following approaches are amongst the most popular
ones.
1.1.2.1. Product approach
As cited by Huong, T. T. et al (2006: 186-187), the approach is viewed as a
largely “prescriptive and product-centered” (Applebee, 1986) way of teaching
writing. Also in the book, the author cites several famous authors‟ views on this
approach such as Cheung, Pennington and Steele. This approach pays much
attention to the final outcome and focuses on “one-shot correct writing for the
purpose of language practice” (Cheung, 1999) and a “one-shot effort by the teacher
to evaluate the students‟ attempts” (Pennington and Cheung 1995: 20). Steele
(2002) provides four steps as a model for this approach.
 Step 1: students study a model text and mimic its special features
 Step 2: students do controlled practice often in isolation
 Step 3: students organize ideas
 Step 4: students choose a task, then using their knowledge and skill to produce
the product to assess their English progress.
1.1.2.2. Process approach
Process approach places more emphasis on the stages of the writing process
than on the final product (Huong et al, 2006: 187). In the approach, attention is paid

6
first to the content and meaning and then to the form. The approach encourages
students‟ communication of feelings, ideas and experiences (Stanley, 2002 as cited
by Huong et al, 2006: 187). Writing is evaluated according to how well it fulfills the
writer‟s intentions (Reid, 1993 as cited by Huong et al, 2006: 187). Roger, G.,
Phillips, D. and Walters, S. (1995: 115) point out a clear outline of activities for this
approach
 Introduction: students are warmed up with different activities. Then, teacher
and students will discuss a text in terms of the text type, definite readers, etc.

 Working with ideas: students brainstorm and arrange their ideas logically.
 Planning: students plan their writing based on the text provided
 Drafting: students write the first draft freely with their ideas planned.
 Editing: students improve their first writing with teachers and peers‟
comments
 Rewriting: students write the final writing paper based on the corrected one
In other words, in this approach, the concentration is not on specific topics or
forms but on the way or common steps in different writings.
1.1.2.3. Accuracy – oriented approach
In the “accuracy-oriented” approach introduced by Byrne, D. (1988: 21),
mistakes are shown up in students‟ written work but not regarded as a major
problem and teachers can give some guidance with language and content with
emphasis on step-by-step learning and formal correctness. At first, students have to
write under control. At the later stage, they are given meaningful exercises with
opportunities for self-expression. This approach is called “controlled-to-free
approach”.



7
1.1.2.4. Fluency – oriented approach
In the second approach suggested by Byrne, D. (1988: 22), students are
encouraged to write as much and quickly as possible to get students‟ ideas written
down on paper and students have the feeling of actual writing, not merely doing
exercises.
1.1.2.5. Text-based approach
This is the third approach recommended by Byrne, D. (1988: 22-23), which
focuses on purposeful writing where paragraphs are considered as the basic unit of
written expression, in which students are mainly taught how to construct and
organize paragraphs with a variety of techniques. Feist also says that “what you say

about the topic largely depends upon your purpose for writing” (1996: 24 as cited
by Linh, C. T., 2007: 19). As a result, writing is considered as a form of
communication.
In brief, there are different approaches to teaching writing, in which teacher
focuses on accuracy and the process to be good at writing; the fluency or purposes
of the writer to have a good final outcome. The choice of the approach depends on
each teacher and students‟ levels.
In this study, product – approach and accuracy – oriented approach to teach
writing skill in class were followed as they are suitable with the real context of
teaching and learners‟ levels.
1.2. Principles of teaching writing
Teaching writing, like teaching any other subjects, has to follow several
principles. Nevertheless, the principles of teaching writing depend a lot on the
approach followed by each teacher. Therefore, there are different ways to set
principles for teaching writing
Byrne, D. (1988: 23-29) puts forth three general principles for teaching
writing.

8
 First, we need to take some approaches into consideration and have an “art”
to combine and modify the approaches to suit students‟ needs, teaching them
how to write different kinds of texts.
 Second, teachers need to be aware of students‟ difficulties in order to have
the role of guidance, providing adequate and relevant experience, techniques
and strategies of the written language in order to create a good learning
atmosphere.
 Finally, teachers should also motivate their students, be supportive and
sympathetic to enhance their confidence, make writing tasks more realistic
and natural and get students to be aware of the written language functions as
a system of communication.

In ELT Methodology II course book by Huong, T. T. et al, three principles
are given on teaching writing.
 Firstly, teachers should provide as many opportunities and varied types of
writing as possible for students to write.
 Secondly, teachers should make their feedback helpful and meaningful in
order to help them correct their mistakes.
 Thirdly, teachers should make the criteria to evaluate students‟ writings
clear. (2006: 190-191)
To sum up, in order to teach writing skill well, the teacher should know how
to combine different approaches to suit students‟ needs and make writing lessons
become natural, realistic and meaningful. In class, teachers should also show their
helpfulness and sympathy to motivate students as well as help them with kind
guidance so that their students can get the best benefits from the lessons.



9
1.3. Task
1.3.1. Task definition
In the context of language education, the definition of the term „task‟ has
continued to evolve over the past several decades. Ellis (2003) points out that
researchers once focused on tasks as a means for uncovering what they believed
were the underlying processes of language learning employed by the learner. Only
later did educators begin to view tasks as pedagogical instruments in themselves
that could be used to actually promote language learning. Even still, and to this day,
there is no single definition of task.
In one recent definition, Nunan (1989: 4) states that a task is “a stand-alone
communicative act in which students mobilize grammatical knowledge to create
meaning rather than manipulate form”. Another definition comes from Ellis (2003:
212), who lists four principles of language learning tasks:

1. Tasks should be meaning-focused
2. Tasks should include an information or opinion gap
3. Learners should rely mainly on their own linguistic resources
4. Tasks should result in a clearly defined outcome
Both of these definitions stress the importance of using language to
communicate meaning to achieve a communicative purpose.
The definitions of task presented above describe an approach to language
teaching that stands in contrast to the more traditional „focus on forms‟ and
presentation, practice, and production approaches of manipulating decontextualized
grammar points and communicating through reproducing pre-selected grammatical
patterns (Willis, 1996; Ellis, 2003). Instead, this newer approach, called task-based
language teaching, allows students to utilize the linguistic resources available to
them to create meaning and accomplish tasks. Van Lier (1996, cited in Samuda &
Bygate, 2008) describes the types of linguistic resources available to students as a
student‟s own linguistic knowledge, feedback from others, and input from resources
such as teaching materials. Van Lier‟s description of linguistic resources highlights

10
the role of interaction as a mediating force in the learning process (Lantolf, 2000),
whether this interaction be peer-peer, teacher-learner, or learner-other resource.
For learning to take place in task-based language teaching, a certain quality
of interaction is necessary. In describing the relationship between tasks and
interaction, Ellis (2003: 180) states, “It is not tasks themselves that create the
context for learning but rather the way the participants carry out the task.” One form
of learning through meaning-focused interaction is known as scaffolding. Ohta
(2000: 52) describes scaffolding as a “process through which assistance is provided
from person to person such that an interlocutor is enabled to do something she or he
might not have been able to do otherwise.” Other types of interaction that tasks can
promote are the subject of second language acquisition research, some of which
include learners testing hypotheses about language, negotiating meaning, and

noticing language forms. Learning through interaction constitutes a socially
constructed process in which learners can appropriate language (Lantolf, 2000)
rather than simply receive it.
1.3.2. Task components
Drawing on the conceptualizations of Candlin (1987), Wright (1987) and
some others, Nunan (1989: 48) analyzes task in terms of its components: goals,
input, procedures, teacher role, learner role, and settings. The diagram of task and
its components is displayed as follow:
Goals Teacher role
Input TASK Learner role
Activities Settings
Diagram 3: Task components (Nunan, 1989: 48)
- Goals are the general intentions behind any given task.
- Input refers to the data that form the point of departure for the tasks.

11
- Activities specify what learners will actually do with the input.
- Teachers and learners roles refer to the part that learners and teachers are
expected to play.
- Settings refer to the classroom arrangements carrying out the tasks.
1.3.3. Task design
Examining a range of task types can provide teachers with a plethora of
ideas. But selecting a task and using it effectively in the classroom are two different
processes. Task design is the process of tailoring a task to be effective in a specific
learning context (Samuda & Bygate, 2008). More specifically, Ellis (2003) lists five
elements of task design as the following: goal, input, conditions, procedures, and
predicted outcomes (product and process).
The goal relates to the general purpose of the task, such describing an object
or comparing and contrasting. The input is the information (verbal or non-verbal)
that the task provides. The conditions relate to how the input is presented, for

example, shared information versus information which is split between students.
The procedures concern the methodological decisions about how the task will be
achieved, such as grouping, timing, and levels of support. There are two types of
predicted outcomes: product and process. The product outcome is the end goal that
students work toward achieving, for example, making a list or drawing a map.
Process outcomes are the types of language, interaction, and cognition that students
use to accomplish the task.
Ellis‟ model demonstrates some basic principles of task design. First,
prediction plays a key role in task design (Ellis, 2003). Task design is a process of
predicting outcomes from an interrelated set of goals, input, conditions and
procedures. Second, task elements can be adjusted to modulate the complexity of a
task (Samuda & Bygate, 2008). Time limits, student roles, and input quality are
examples of some of the conditions that can be relaxed or restricted within tasks to

12
make them easier or more difficult. Third, if elements of the task design are deemed
inappropriate or if predicted outcomes are not achieved, building task evaluation
into the design can help to identify problems and the means for improvement (Ellis,
1984; Nunan, 1989).
Despite a teacher‟s best efforts, task objectives might not always be
successfully achieved because, in some such instances, students may have
interpreted the task differently than the teacher. For example, Ellis (2003) describes
a group of students who completed an information gap activity by simply showing
each other their papers rather than by communicating in English as the teacher had
predicted. Though Ellis does not speculate about the reasons for this disparity, any
number of factors could have contributed, such as misunderstanding the task,
shyness, lack of interest, or over- enthusiasm. Breen (2001: 306) has discussed the
phenomenon of multiple interpretations of classroom interaction in terms of how
students “navigate the opportunities and constraints provided by classroom
discourse.” In short, individual goals, the classroom environment, and societal

norms all influence a person‟s notion of what constitutes „successful‟ classroom
interaction. The phenomenon of task interpretation is complex but accounting for it
likely contributes to more effective task design, implementation, and evaluation.
1.3.4. Types of writing tasks
Tasks in the second language writing class are either real – world tasks,
which are based directly on the learners‟ target communicative goals, or pedagogic
tasks, designed to develop their genre knowledge and composing skills. An initial
needs analysis will provide an inventory of the target tasks for which the students
are preparing, and these real – world tasks can be grouped into pedagogic task –
types to bridge students‟ current and target competences.
Many pedagogical tasks aim to promote discrete skills, such as improving
punctuation, developing pre – writing abilities, or increasing an understanding of
rhetorical forms. These tasks are selected on the basis of metacommunicative

13
criteria, in other words, what the students need to know in order to build the
competence required to accomplish real – world objectives at a later stage. Such
tasks should not be selected in isolation but devised with students‟ ultimate
communicative goals in mind to ensure that they contribute toward relevant target
writing. Moreover, not only should the tasks be based on the texts students need to
write, but learners should as far as possible be able to see this link.
Hyland (2003: 113) sets out some writing tasks commonly used in the
second language writing classes. While not exhaustive, the list represents a range of
activities compiled from a variety of writing textbooks and classified according to
the types of competence to which they most contribute. He also states that learners
need to gain control of five areas of writing knowledge to create effective texts:
knowledge of the ideas and topics to be addressed (content), knowledge of the
appropriate language forms to create the text (system), knowledge of drafting and
revising (process), knowledge of communicative purpose and rhetorical structure
(genre), and knowledge of readers‟ expectations and beliefs (context). The tasks are

listed in order of broadly increasing difficulty.
Task type
Content
System
Process
Genre
Context
Extract information from a written text





Generate word lists for writing





Brainstorm/ speedwrite to generate ideas





Create spidergrams/ mind maps for pre – writing




Combine sentences provided in materials





Identify purpose and use of a text





Practice construction of simple and complex sentences





Reorganize jigsaw texts or scrambled sentences





Complete gapped paragraphs with target structures/ texts



Complete unfinished texts





Analyze an authentic text for patterns and features





Practice use of metalanguage to identify parts of texts (e.g.,
topic sentence, thesis, introduction, transition)





Practice identifying genre stages and presentation





Compare texts with different purposes/ structure/ audience



Create a parallel text following a given model





Create a text using visual information





Negotiate an information gap/ opinion gap to construct a text






14
Draft a text based on the outcome of pre – writing activities





Participate in a dialogue journal exchange





Practice specific rhetorical patterns (narrative, description,
argument, process, etc.)





Practice various text – types (letters, summaries, criticism)





Rewrite a text for another purpose (e.g., change the genre)





Revise a draft in response to others‟ comments





Proofread and edit a draft for grammar and rhetorical structure





Write a multidraft, essay – length text





Read and response to the ideas/ language of another draft





Research, write, and revise essay – length text for specific
audience and purpose





Research, write, and revise a workplace/ disciplinary text






Figure 1: Commonly used types of writing task and their pedagogic functions
(Hyland, 2003: 113)
The application of writing tasks depends largely on the training goals of
course book. In this particular context, Powerbase Beginner is used to help learners
to have knowledge of language needed for simple exchanges, for travel and for
basic business communication, such as email and using the telephone. Therefore,
the following writing tasks were given to accomplish the goals:
- Complete gapped paragraphs with target structures/ texts
- Practice construction of simple and complex sentences
- Reorganize jigsaw texts or scrambled sentences
- Combine sentences provided in materials
- Create a text using visual information
The tasks were designed according to the criteria established by Ellis (2003):
goal, input, conditions, procedure, product outcome, and process outcome. Each
task was focused (the language to complete the task was provided).




15
Task Variable
Complete
gapped
paragraphs
with target
structures/
texts
Practice
construction of
simple and

complex
sentences
Reorganize
jigsaw texts or
scrambled
sentences
Combine
sentences
provided in
materials
Create a text
using visual
information
Goals
(Students need
to use)
Present simple
tense (I + V
0)

vocabulary to
introduce
oneself.
Present simple
tense, three
types of
sentences
(positive,
negative,
interrogative),

email writing
Present simple
tense,
comparative
forms of
adjectives,
vocabulary
about
describing a
destination
Infinitive,
vocabulary
about giving
instructions
Present simple
tense, can/
cannot,
vocabulary
about email
writing
Conditions
Pair work, 10 –
15‟
Group of 3 – 4,
15 – 20‟
Group of 3 – 4,
15 – 20‟
Group of 3 – 4,
15 – 20‟
Individual, 15 –

20‟
Product
outcome
A text message
An email to a
friend
A travel
information
An instruction
of buying a
train ticket
A note to a
friend
Process
outcome
Discussion in
English,
cooperation,
present with
minimal notes
Discussion in
English,
cooperation,
present with
minimal notes
Discussion in
English,
cooperation,
present with
minimal notes

Discussion in
English,
cooperation,
present with
minimal notes
Present with
minimal notes,
give feedback
on writing.
Figure 2: Summary of tasks in this research
1.4. Previous studies on teaching writing skill
There have been a certain of studies carried out by researchers in teaching
writing skill field, each of which may make use of different approach to teaching
methodology. However, they all demonstrate how to teach writing skill effectively
for improvement and modification. Several of works which have the same topic –
teaching writing skill are about to mentioned.
The first research is “The reality of teaching and learning English writing
skill at Tran Nguyen Han high school in Hai Phong, and recommendations” by

16
Trinh (2009). It is a common knowledge that writing is an important language skill.
However, in the reality, the teaching and learning writing is still far from
satisfaction. The study focuses on the teachers‟ and students‟ attitudes towards
writing skill as well as the analysis of the present teaching and learning to write
English. The subject involved in the study were 100 students from five classes
(11A
1,
11A
2,
11A

3,
11A
4,
11A
5
) and 10 teachers of English. Findings from the
questionnaires and the interviews reveals that i) writing is not highly appreciated by
both the teachers and students; ii) both the teachers and students have a lot of
difficulties in teaching and learning writing. Based on such findings, the study has
also suggested some ways to reduce the difficulties when teaching and learning
writing and to help to improve the quality of teaching and learning writing at Tran
Nguyen Han high school.
Nhung (2011) accomplished a study which was “Evaluating the designed
authentic tasks to help students get interested in learning English writing at Thanh
Do University”. Authentic tasks are essential in teaching writing since they help
students understand and make use of the skill in the real life. Based on the previous
researches on authentic learning, some authentic tasks have been designed to help
students be more interested in learning writing skill. The researcher attempts to
evaluate the effectiveness of the already designed authentic tasks, through which the
teacher can find whether they are suitable to the students, what difficulties students
have encountered and what their purposes and expectations on writing lessons are.
Based on the results, the teacher can have modifications to adapt the textbook. The
subjects involved in the study were twenty first-year students from K1 group with
the 17 survey questionnaire results and a collection of 13 diary writings besides the
researcher (also the teacher)‟s class observation analysis. The research reveals that
authentic tasks are of great importance as well as meet the needs of the majority of
the students in teaching writing skill. This helps them feel more interested in
practicing the tasks. However, students still have a few difficulties with doing the
tasks such as certain topics, passive learning style, cooperation in group work and
teacher‟s instructions. On this basis, the study recommends some techniques for