Improving learners' academic IELTS writing performance through modeling

Improving learners' academic IELTS writing
performance through modeling
Nâng cao kha
̉
năng viết IELTS ho
̣
c thuâ
̣
t cho
hc viên qua vic gii thiu bi mu

Đon Thị Hương

University of Languages and International Studies
M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10
Supervisor : M.A. Lâm Thi
̣
Phu
́
c Hân
Năm bảo v: 2012

Abstract. A challenge for English teachers working on EAP or IELTS preparation course
is to find methods to teach writing in general and essay writing in particular more
efficiently and effectively. The purpose of this study is to investigate the difficulties in
learning IELTS writing, to explore the role of model texts (sample texts) as a source of
teaching tool, and learners and teachers’ opinions about the use of model texts in a
writing class. In order to achieve the aims, three data collection instruments, namely
survey questionnaire, tests, and interview, were employed with the participants of thirty
learners studying in a preparation course and four teachers at London Foreign Language
Centre. The results showed that the learners had to face many difficulties in learning

IELTS writing skills and model texts did bear a significant impact on the writing
improvement of the learners. In addition, all the interviewees expressed their satisfactions
with the use of model texts.
Keywords. Ngôn ngữ; Tiếng Anh; Kỹ năng viết; Phương pháp giảng dạy
Content.
The study is divided into three parts. The first part is the introduction dealing with
the rationale, aims, scope, significance, methods and organization of the study.
The second part is the main part of the paper with three chapters.
Chapter 1: provides the background for the study, including a review on key concepts
relating to the research topic. This chapter also briefly discusses the literature in the field
to reveal the research gap that needs to be filled.
Chapter 2: present the research methods adopted in the study. Justifications of the chosen
research instruments as well as their implementation are also provided.
Chapter 3: reveals the results of the study and the discussions of the results.
The last part is the conclusion that summarizes the major findings of the study.
This chapter also gives recommendations to both learners and teachers in order to
improve the learning and teaching IELTS writing skills. Besides, some limitation of the
study and suggestions for further studies are put forward. Following this part are the
Appendices and References.
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