Reducing high school students writing anxiety through specific scaffolding activities = Một số hoạt động hỗ trợ nhằm hạn chế lo lắng trong giờ học viết của học

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



VŨ THỊ THU GIANG



REDUCING HIGH SCHOOL STUDENTS’ WRITING ANXIETY
THROUGH SPECIFIC SCAFFOLDING ACTIVITIES

MỘT SỐ HOẠT ĐỘNG HỖ TRỢ NHẰM HẠN CHẾ LO LẮNG TRONG
GIỜ HỌC VIẾT CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG



M.A MINOR THESIS
Field: ENGLISH TEACHING METHODLOGY
Code: 60 14 10






Hanoi, September, 2010
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES
*************************



VŨ THỊ THU GIANG


REDUCING HIGH SCHOOL STUDENTS’ WRITING ANXIETY
THROUGH SPECIFIC SCAFFOLDING ACTIVITIES

MỘT SỐ HOẠT ĐỘNG HỖ TRỢ NHẰM HẠN CHẾ LO LẮNG TRONG
GIỜ HỌC VIẾT CỦA HỌC SINH TRUNG HỌC PHỔ THÔNG





M.A MINOR THESIS
Field: ENGLISH TEACHING METHODLOGY
Code: 601410
Supervisor: ĐỖ BÁ QUÝ, MEd.




Hanoi, September, 2010

iv
TABLE OF CONTENTS

CANDIDATE’S STATEMENT i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF ABBREVIATIONS vii
PART A. INTRODUCTION 1
1. Rationale 1
2. Aims of the study 2
3. Research questions 3
4. Scope of the study 3
5 Method of the study 3
6. Design of the study 3
PART B. DEVELOPMENT 5
CHAPTER 1. LITERATURE REVIEW 5
1.1. Writing skill in second language (L2) teaching and learning 5
1.1.1. Product writing 5
1.1.2. Process approach to teaching writing 7
1.1.3. Process vs. Product 9
1.2. Anxiety in L2 learning 10
1.2.1 Writing anxiety in L2 learning 10
1.2.2. Sources of writing anxiety 11
1.3. Scaffolding second language teaching and learning 11
1.3.1. The Zone of Proximal Development (ZPD) 12
1.3.2. The definition of Scaffolding 13
1.3.3 Features of Scaffolding 15
1.3.3.1. Extending understanding 15
1.3.3.2. Temporary support 16
1.3.3.3. Principles of scaffolding 17

v
CHAPTER 2. METHODOLOGY 19
2.1. The context of study 19
2.1.1. The school 19
2.1.2. Description of writing section in English 10 textbook 19
2.2. Research questions 21
2.3. Research methods 21
2.3.1. The teachers 22
2.3.2. The students 22
2.3.3. Instruments and procedure 23
2.4. Data analysis process 24
2.5. Summary 24
CHAPTER 3. DATA ANALYSIS AND DICUSSIONS 25
3.1 Teachers’ questionnaire……………………………………………………………… 25
3.1.1 Teachers’ attitudes towards writing skill……………………………………………25
3.1.2 Teachers’ perceptions on scaffolding strategies in teaching writing……………… 25
3.1.3 Teachers’ opinion on proposed scaffolding activities in writing……………………26
3.1.4. Teachers’ judgments on difficulties faced by students in learning writing skill … 28
3.1.5 Teachers’ real practice in teaching writing skill…………………………………….28
3.2. Students’ questionnaire……………………………………………………………….30
3.2.1. Students’ attitudes towards writing skill ………………………………………… 30
3.2.2. Students’ difficulties in learning writing skill………………………………… …31
3.2.3. Students’ preference for some scaffolding activities……………………………….32
3.3. Findings from interview … 34
3.4. Findings from classroom observation 35
3.5. Summary…………………………………………………………………………… 36
PART C. CONCLUSION 38
1. Conclusions 38
2. Pedagogical implications 39

3. Limitations 40
4. Suggestions for further study 40
References 42
Appendices