Hiệu quả của việc sử dụng viết tiếng Anh sáng tạo để tạo không khí học tập đầu buổi học cho môn thực hành tổng hợp của sinh viên năm thứ nhất chuyên ngành tiế

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



PHM TH THU TRANG


THE EFFECTIVENESS OF USING CREATIVE WRITING IN
WARM-UP ACTIVITIES TO MOTIVATE FIRST-YEAR
ENGLISH MAJOR STUDENTS AT NATIONAL ECONOMICS
UNIVERSITY IN INTEGRATED SKILLS LESSONS

MA MINOR THESIS

English Methodology
601410






Hanoi - 2010


VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



PHM TH THU TRANG

THE EFFECTIVENESS OF USING CREATIVE WRITING IN
WARM-UP ACTIVITIES TO MOTIVATE FIRST-YEAR
ENGLISH MAJOR STUDENTS AT NATIONAL ECONOMICS
UNIVERSITY IN INTEGRATED SKILLS LESSONS

(Hiệu quả của việc sử dụng viết tiếng Anh sáng tạo để tạo không khí học tập đầu
buổi học cho môn thực hành tổng hợp của sinh viên năm thứ nhất chuyên ngành
tiếng Anh thương mại - Đại học Kinh tế Quốc dân)

MA MINOR THESIS

Field: English Methodology
Code: 60.14.10
Supervisor: Phan Thị Vân Quyên , MA


Hanoi - 2010


iv

TABLE OF CONTENTS

DECLARATION i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vii
LIST OF FIGURES viii
ABBREVIATIONS ix
Chapter 1: INTRODUCTION 1
1.1. Rationale 1
1.2. Aims of the study 3
1.3. Research questions 4
1.4. Methods of the study 4
1.5. Scope of the study 4
1.6. Contribution of the study 5
1.7. Design of the study 5
Chapter 2: THEORETICAL BACKGROUND 6
2.1. Warm-up activities 6
2.1.1. Definitions of warm-up activities 6
2.1.2. The importance of warm-up activities 6
2.2. Motivation 7
2.2.1. Definitions of motivation 7
2.2.2. Sources of motivation 8
2.3. Creative writing 8
2.3.1. Definitions of creative writing 8
2.3.2. Types of creative writing 9
2.3.3. Benefits of creative writing 10
2.3.3.1. For language learners 10
2.3.3.2. For language teachers 12
2.3.4. How to make creative writing work in the classroom 12
2.3.4.1. What to write in the classroom 12

v

2.3.4.2. Starting up 13
2.3.4.3. Writing 13
2.3.4.3. Presenting and feedback 13
Chapter 3: THE APPLICATION OF SOME CREATIVE WRITING ACTIVITIES
IN THE WARM-UP STAGE TO MOTIVATE FIRST-YEAR ENGLISH MAJOR
STUDENTS AT NEU IN INTEGRATED SKILLS LESSONS 14
3.1. Subjects 14
3.2. The Integrated Skills course 14
3.3. Procedures for applying creative writing activities 14
3.4. Schedule of applying creative writing activities 15
3.5. Descriptions of activities applied and students’ selected works 16
3.5.1. In another’s shoes (Autobiography) 16
3.5.2. Love poems (Collaborative poem) 17
3.5.3. “Bosses never say …” 17
3.5.4. Truth telling cards 18
3.5.5. Pizza recipe 18
3.5.6. Messages in a bottle 19
3.5.7. Diamante poems 20
3.5.8. Mailbox 21
3.5.9. Round robin (Collaborative stories): An unforgettable weekend trip 22
Chapter 4: THE STUDY ON THE EFFECTIVENESS OF CREATIVE WRITING
ACTIVITIES IN THE WARM-UP STAGE TO MOTIVATE FIRST-YEAR
ENGLISH MAJOR STUDENTS AT NEU IN INTEGRATED SKILLS LESSONS . 23
4.1. The instruments 23
4.1.1. Questionnaire 23
4.1.2. Classroom observation 24

4.2. Procedures for the study 24
4.3. Data analysis and findings 25
4.3.1. Questionnaire 25
4.3.2. Classroom observation 35
4.4. Summary of the findings 35
Chapter 5: PEDAGOGICAL IMPLICATIONS 37


vi

5.1. Available sources of creative writing activities 37
5.2. How to make creative writing activities fit in the warm-up stage 37
Chapter 6: CONCLUSION 39
6.1. Summary of the study 39
6.2. Limitations of the study 39
6.3. Suggestions for further research 39
REFERENCES I
APPENDIX IV





iii

ABSTRACT
This study adopts both quantitative and qualitative methods to examine the effectiveness of
creative writing activities in the warm-up stage to motivate English major students at
National Economics University in Integrated Skills lessons. Additionally, it aims to
investigate the change in students’ attitude towards writing with the introduction of these

activities to the Integrated Skills course. Sixty English major students from Department of
Business English – Faculty of Foreign Languages were selected to complete a sixteen-item
questionnaire reflecting their assessments of the creative writing activities that they had
participated in. Class observation was also recorded during the teaching. The data
revealed that creative writing enhanced students’ motivation in Integrated Skills lessons
and made positive changes in their opinions on writing. Based on the findings, significant
pedagogical implications and suggestions were provided for future applications of creative
writing. It is hoped that the results of this research are of some uses for further
explorations in the field.














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