The application of group work to teaching writing at the center for foreign studies at nong lam university

VIETNAM NATIONAL UNIVERSITY-HOCHIMINH CITY
UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES
FACULTY OF ENGLISH LINGUISTICS AND LITERATURE

THE APPLICATION OF GROUP WORK
TO TEACHING WRITING
AT THE CENTER FOR FOREIGN STUDIES
AT NONG LAM UNIVERSITY
@@@

Submitted to the
Faculty of English Linguistics & Literature
in partial fulfillment of the Master’s degree in TESOL
By
NGUYỄN NGỌC MINH THƯ
Supervised by
LÊ THỊ THANH, Ph.D

HO CHI MINH CITY, JULY 2013


ACKNOWLEDGEMENT

I would like to express my deepest gratitude to my thesis supervisor, Ms. Le
Thi Thanh, Ph.D who read my manuscripts with care and patience, giving me
insightful comments, enthusiastic guidance and constructive suggestions. I am
grateful to her for her kindness, encouragement, understanding and sympathy. If it
had not been for her valuable support both mentally and emotionally, I would not
have finished the thesis.
Besides my supervisor, I would like to thank all my devoted instructors who
taught me a great deal during the postgraduate course and gave me the inspiration to

pursue my professional development.
My special thanks must go to my mother, Ms. Phạm Thị Minh Loan, who is
my first and also greatest teacher in my life as well as profession. She has always
supported me when I am confused, encouraged me when I am down and inspired me
throughout the process. Her endless love, constant care and enormous sacrifice have
always been a great source of encouragement for me to move ahead in my life.
I am also deeply indebted to my beloved aunt, Ms. Phạm Thị Minh Kha, who
has urged me to take the M.A course and supported me throughout my study at
USSH. She has always given me valuable advice on my teaching career.
Last but not least, I would like to thank the teachers and students who were
willing to participate in my thesis, without whom the thesis would not have been
possible.

ii


STATEMENT OF ORIGINALITY

I certify my authorship of the Master’s Thesis in TESOL submitted today entitled:
“THE APPLICATION OF GROUP WORK TO TEACHING WRITING
AT THE CENTER FOR FOREIGN STUDIES AT NONG LAM UNIVERSITY”
In terms of the Statement of requirements for Theses in Masters’ Programs issued by
the Higher Degree Committee of Department of English Linguistics and Literature,
University of Social Sciences and Humanities, Vietnam National University of Ho
Chi Minh City.

Ho Chi Minh City, July 2013
Signature

NGUYỄN NGỌC MINH THƯ

iii


RETENTION AND USE OF THE THESIS

I hereby state that I, NGUYỄN NGỌC MINH THƯ, being a candidate for the degree
of Master of Arts (TESOL), accept the requirements of the University relating to the
retention and use of Master’s thesis deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s thesis deposited
in the library should be accessible for purposes of study and research, in accordance
with the normal conditions established by the library for the care, loan and
reproduction of theses.
Ho Chi Minh City, July 2013
Signature

NGUYỄN NGỌC MINH THƯ

iv


TABLE OF CONTENTS
TITLE PAGE ........................................................................................................... …..i
ACKNOWLEDGEMENT ....................................................................................... ….ii
STATEMENT OF ORIGINALITY ......................................................................... …iii
RETENTION OF USE............................................................................................. ….iv
TABLE OF CONTENTS ......................................................................................... ….v
LIST OF ABBREVIATIONS .................................................................................. ….x
LIST OF TABLES ................................................................................................... …xi
LIST OF CHARTS………………………………………….……………………………………………………..xii

LIST OF FIGURES ................................................................................................. ..xiii
ABSTRACT ............................................................................................................ ...xiv
CHAPTER 1: INTRODUCTION………………..……..…………………….……..1
1.1.

BACKGROUND TO THE STUDY………………….………………..……..3

1.2.

TEACHING AND LEARNING WRITING AT NLU-CFS………………..3

1.2.1. The Nong Lam University- Center for Foreign Studies…………………....4
1.2.2. The current situation of teaching and learning writing at NLU-CFS………4
1.2.3. The writing syllabus………………………………………………………..5
1.3. THE PURPOSE OF THE STUDY……………………………………………..7
1.4. RESEARCH QUESTIONS………………..……………………………………7
1.5. SIGNIFICANCE OF THE STUDY…………………….……………………...8
1.6. DELIMITATIONS OF THE STUDY……………...…………………………..8
1.7. DEFINITION OF TERMS……………………………………………………..8
1.8. ORGANIZATION OF THE STUDY…….…………………………………….9

CHAPTER 2: LITERATURE REVIEW
2.1. WHAT IS WRITING? ……………………………………………………….10
2.2. WHY DO WE NEED TO TEACH AND LEARN WRITING?…………...10
2.2.1. Writing for learning………………………………………………………..10
2.2.2. Writing for writing…………………………………………………………11
v


2.3.WHAT ARE SOME MAIN PROBLEMS FACING WRITING LEARNERS?

2.3.1. Psychological problems……………………………………………………12
2.3.2. Cognitive and linguistic problems…………………………………………13
2.4. REVIEW OF APPROACHES RELATED TO TEACHING ESL WRITING
2.4.1. Audio-lingual method (ALM)…………………………………………….15
2.4.2. Controlled writing…………………………………………………………15
2.4.3. Guided writing……………………………………………………………..16
2.4.4. Language-based writing…………………………………………………...17
2.4.5. The pattern/ product approach……………………………………………17
2.4.6. The communicative approach……………………………………………..18
2.4.7. The process approach……………………………………………………...18
2.4.8. Collaborative approach……………………………………………………19
2.5. THE WRITING PROCESS…………..……………………………………….20
2.6. GROUP WORK AND L2 WRITING………………………………………...22
2.6.1. What is group work? ……………………………………………………...22
2.6.2. Grouping arrangements……………………………………………………22
2.6.2.1. Whole-class teaching…………………………………………………23
2.6.2.2. Individual work………………………………………………………24
2.6.2.3. Pair work. ……………………………………………………………24
2.6.2.4. Group work…………………………………………………………..26
2.6.3. The advantages of group work…………………………………………….29
2.6.4. Drawbacks of group work…………………………………………………31
2.6.5. Group work in teaching writing skills…………………………………....32
2.6.6. Incorporating group activities in writing classes…………………………34
2.7. RECENT STUDIES RELATED TO WRITING AND GROUP WORK….37
2.8. SUMMARY ……………………………………………………………………38

CHAPTER 3: METHODOLOGY
3.1. RESEARCH QUESTIONS .............................................................................. 39
vi

3.2. RESEARCH METHOD ................................................................................... 39
3.3. RESEARCH DESIGN ...................................................................................... 40
3.4. RESPONDENTS TO THE STUDY ................................................................ 41
3.4.1. The learners ........................................................................................... 41
3.4.2. The teachers ........................................................................................... 43
3.5. DATA COLLECTION INSTRUMENTS ……..…………………………….44
3.5.1. Learner questionnaire…………………………………………………..45
3.5.2. Teacher questionnaire ………………………………………………....46
3.6. DATA COLLECTION PROCEDURE……………………………………...47
3.7. SUMMARY …………………………………………………………………..47

CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF RESULTS
4.1. DATA ANALYSIS ............................................................................................ 48
4.1.1. Learners' responses to the questionnaire……………………………….48
4.1.1.1. Learners’ previous experience in learning English…………. 48
4.1.1.2. Frequency of pair and group work in writing classes………..50
4.1.1.3. Learners' attitudes towards the use of group work in writing
classes………………………………………………………...52
4.1.1.4. Learners' attitudes towards the advantages of group work in
writing classes……………………………………………...57
4.1.1.5. Learners' attitudes towards the disadvantages of group work in
writing classes….…………………………………………... 62
4.1.2. Teachers' responses to the questionnaire……………………………...
4.1.2.1. Teachers' evaluation of learners at NLU-CFS………………65
4.1.2.2. Frequency of using group work in writing classes………….67
4.1.2.3. Teachers’ attitudes towards the use of group work in writing
classes……………………………………………………...69
4.1.2.4. Teachers ' attitudes towards the advantages of group work in
writing classes…………………………………………………73

vii


4.1.2.5. Teachers' attitudes towards the disadvantages of group work in
writing classes…….…………………………………………..79
4.1.2.6. Teachers' suggestions on how to make good use of group work
in writing classes……………………………………………81
4.2. DISCUSSION OF RESULTS .......................................................................... 81
4.2.1. Regarding general evaluation of learners at NLU-CFS………………..82
4.2.2. Regarding the frequency of using group work in writing classes……83
4.2.3. Regarding teachers and learners’ attitudes towards group work in
writing classes………………………..……………………………...84
4.2.4. Regarding teachers and learners' attitudes towards the advantages of
group work in writing classes…………………………………………87
4.2.5. Regarding teachers and learners’ attitudes towards the disadvantages of
group work in writing classes………………………………………89
4.3. SUMMARY ....................................................................................................... 90
CHAPTER 5: RECOMMENDATIONS AND CONCLUSION:
5.1. SUMMARY OF THE MAIN FINDINGS ...................................................... 92
5.1.1. Findings of research question 1 ............................................................. 92
5.1.2. Findings of research question 2 ............................................................. 93
5.2. PEDAGOGICAL IMPLICATIONS…………………………………………..95
5.3. RECOMMENDATIONS: ................................................................................. 96
5.3.1. Recommendations to teachers ................................................................ 96
5.3.1. 1. Concerning the use of mother tongue in doing group
work…………………..…………………………………….....96
5.3.1.2. Concerning the uncooperative and dominant group
members……………………………………………………......97
5.3.1.3. Concerning teachers’ role during group work ………………..98
5.3.2. Recommendations to learners………………………………………….98

5.4. CONCLUSION .................................................................................................. 99
viii


5.5. LIMITATIONS OF THE STUDY…………………………………………...99
5.6. SUGGESTIONS FOR FURTHER RESEARCH ....................................... 100
REFERENCES ........................................................................................................ 101
APPENDICES ......................................................................................................... 105
APPENDIX 1: Learner questionnaire (Vietnamese version) .................................... 105
APPENDIX 2: Learner questionnaire (English version) .......................................... 109
APPENDIX 3: Teacher questionnaire ....................................................................... 113
APPENDIX 4: Writing task ………………………………………………………117

ix


LIST OF ABBREVIATIONS

ESL

: English as Second Language

FLC

: Foreign Language Center

L2 writing

: Second language writing

NLU- CFS

: Nong Lam University-Centers for Foreign Studies

USSH

: University of Social Sciences and Humanities

x


LIST OF TABLES

CHAPTER 3:
Table 3.1 : Summary of background information about learner respondents at NLU
CFS……………………………………………………………………..42
Table 3.2 :Summary of background information about teacher respondents at NLU
CFS…………………………….…………………………………......44
CHAPTER 4:
Table 4.1: Summary of learners' previous experience in learning English………….49
Table 4.2: Frequency of group work among the four skills…………………………50
Table 4.3: Frequency of forms of working in writing classes……………………….51
Table 4.4: Learners' preference for learning models in writing classes…………….. 55
Table 4.5: Learners' attitudes towards the effects of group work on their learning …56
Table 4.6: Learners' perceptions of the benefits of group work in writing classes… 57
Table 4.7: Learners' perceptions of the additional benefits of group work………….60
Table 4.8: Learners' perceptions of the drawbacks of group work in writing classes.63
Table 4.9: Frequency of using different models of teaching………………………..67
Table 4.10: Frequency of teachers' use of group work in writing stages…………....68
Table 4.11: Teachers' views on learners' preference for the four learning models….72

Table 4.12: Teachers' views on the effects of group work on learners' interest…….73
Table 4.13: Teachers' views on the advantages of group work in writing classes…..74
Table 4.14: Teachers' views on the other advantages of group work for learners…. 76
Table 4.15: Teachers' views on the disadvantages of group work in writing classes.80

xi


LIST OF CHARTS

CHAPTER 4

Chart 4.1: Learners' attitudes towards working in groups as a way to learn English..52
Chart 4.2: Language utilized in group work………………………………………... 53
Chart 4.3 : Learners' self-evaluation of their participation in group work ………….54
Chart 4.4: Learners' attitude towards the usefulness of group work in writing
classes........................................................................................................55
Chart 4.5: Teachers' evaluation on writing levels of learners………………………. 65
Chart 4.6: Teachers' evaluation of the learners’ attitude towards writing skills……. 66
Chart 4.7: Teachers' evaluation of learners' participation in writing classes………..67
Chart 4.8: Teachers' perceptions of group-work as a good way to learn English…...69
Chart 4.9: Teachers' views of language used in groups……………………………..70
Chart 4.10: Teachers' evaluation of learners' participation in groups…………….....71

xii


LIST OF FIGURES

CHAPTER 3

Figure 2.1. What writers have to deal with when they produce a piece of writing ….14
Figure 2.2. Ways to organize groups ………………………………………………...27

xiii


ABSTRACT
The thesis reports the findings of a survey conducted at Nong Lam UniversityCenter for Foreign Studies (NLU-CFS) to investigate teachers’ and learners’ attitudes
towards group work in writing classes, its advantages and drawbacks.
In an attempt to achieve this goal, two sets of questionnaire were delivered to
84 intermediate learners and 8 teachers experienced in the field. The survey elicited
data about the frequency of using group work in writing classes, teachers and
learners’ attitudes towards group work, the advantages and disadvantages of this
application in the context of NLU-CFS.
The data analysis and findings of the survey reveal that most teachers and
learners have positive and favorable attitudes towards group work in writing classes.
Both groups of respondents believe that the application of group work to teaching
writing brings not only academic assistance but also social and psychological support
to student writers. The results also indicate that there is a mismatch in teacher-learner
preference for group work in writing classes. Despite its agreed-upon benefits, this
form of learning is still underused in writing classes. Although there are still some
drawbacks accompanied with group work, the advantages of this application far
outweigh its disadvantages. Having students work together is a powerful tool to
increase learners’ interest and improve the classroom climate.
The thesis contributes some implications and recommendations to teachers and
learners on how to make good use of group work in writing classes. Throughout the
survey, there is no doubt that group work is worth being incorporated more frequently
in writing classes to arouse learners’ interest and thus increase their involvement and
participation in class.

xiv


CHAPTER 1
INTRODUCTION
This chapter provides an overview of the research by first describing the
background of the study, the teaching and learning writing at the research site and the
writing syllabus. Then, the significance, research questions, delimitations,
contributions and organization of the remainders of the study are presented.
1.1.

BACKGROUND TO THE STUDY:
Teaching second language writing (hereinafter called L2 writing) has become

an important responsibility of school systems with growing needs for not only
academic but also occupational and communicative purposes. It has been incorporated
into syllabi of universities as well as of foreign language centers in Vietnam.
Writing offers learners various benefits on both practical and pedagogical
grounds. The core aim of learning a foreign language is for communication. We
develop our language skills to talk to others, listen to them, read what they have
written and write to them. There are times in our daily life when we are asked to fill in
a declaration form, or give a written instruction to someone. There are also times
when we need to write an invitation, a business email or letter, an inquiry, a
complaint, an apology, congratulations, or sympathy. Therefore, according to Raimes
(1983), learning to write is an integral part of learning to use a foreign language as in
her remark that “learning how to communicate when the other person is not right
there in front of us, listening to our words and looking at our gestures and facial
expressions” (p. 3) .
Writing is also worth teaching on pedagogical grounds. It helps reinforce the
vocabulary, grammatical structures that learners have learned and gives learners a

chance to explore the language. Harmer (2004) stated that writing “may well provoke
1


language development” as learners have to focus on the accurate language use and
struggle to find ideas for their writing piece.
However, anything of value requires great effort. Writing is no exception to the
rule. To a great number of teachers and students, writing is often considered the most
difficult skill to teach and to study. As Kroll (1990) said: “Becoming a writer is a
complex and ongoing process, and becoming a writing teacher is no less complex”
(p.1). Writing classes are often carried out passively and not very effectively. In order
to write well, learners have to face tremendous difficulties not only on cognitive and
linguistic aspects, but also on psychological issues. According to Harmer (2004), “one
of the obstacles that writing teachers have to overcome, at times, is a reluctance on the
part of their students to engage in writing activities with any enthusiasm” (p. v).
Through years of teaching at the NLU-CFS, it is not uncommon to notify that
learners’ lack of enthusiasm for writing is a real obstacle facing many writing
teachers at the Center for Foreign Studies, belonging to Nong Lam University (herein
after called NLU-CFS). As in other foreign language centers, learners here are not
bound by grades, exams. They only attend class when they have interest in learning.
Most of them show a strong desire to improve speaking skills. However, few learners
are willing to have a go at writing. They often get stuck and give up. Moreover,
writing activities are often done individually which makes the atmosphere of writing
classes not very active.
It can be seen that students’ lack of interest necessary to convey their thoughts
into words and boring writing class atmosphere is a problematic situation facing
many writing teachers at the NLU-CFS. Therefore, it is an important part of the
teacher’s responsibility to arouse their interest in learning and activate the positive
energy of the classroom.
With an effort to improve learners’ enthusiasm for learning writing, many

researchers and teachers find group work an interesting tool to integrate into writing
2


classes. According to Raimes (1983), “while writing is often an individual activity, it
does not always have to be so in the classroom” (p.20). Reid (1983) also argues that
“small group work can be especially successful in ESL writing classes” (p.54). He
further states that “Writing is usually easier, better, and more successful when
talking, drafting, revising, reading and editing in groups are part of the writing
process” (p.54). Long and Porter (1985) believe that “group work motivates the
classroom learners” (p. 212). Nowadays, although using group work in teaching
writing has been widely used in ESL teaching in many universities around the world
as well as in Vietnam, its application is still limited in NLU-CFS, which has now
become a popular place to acquire the language for non-major English learners.
The application of group work to teaching writing at NLU-CFS is expected to
increase the interest of students and improve atmosphere of writing classrooms. The
study will focus on the attitudes of teachers and learners towards the application of
group work to teaching writing, the advantages and disadvantages of this application,
and some suggestions on how to incorporate group work into teaching writing to help
increase learners' interest in studying writing in the context of the NLU-CFS.
1.2.
1.2.1.

TEACHING AND LEARNING WRITING AT NLU-CFS:
The Nong Lam University- Center for Foreign Studies:
Center for Foreign Studies belonging to Nong Lam University was founded in

1989. The center offers various courses for different types of learners and purposes.
Courses range from elementary to advanced levels including courses for children,
teenagers, adult learners, and busy people at weekends; training courses for

companies, for government projects; cramming courses.
A common course for adult learners includes integrated-skills periods and
separate classes for writing, speaking, reading, listening and grammar with some
adjustments according to the focus of the course. The center applies a communicative
3


and learner-centered approach. At the beginning of each course, new comers will take
a placement test to be placed into suitable classes. An evaluation test is also given at
the end of the course. The general course lasts 12 weeks.
1.2.2. The current situation of teaching and learning writing at NLU-CFS:
At the center, learners begin learning writing right at the elementary level.
However, at this early stage, writing is taught as part of an integrated skills approach
to language learning. Learners acquire writing skills more as a reinforcement of
language learned than as a goal in its own right.
At intermediate level, writing is paid more attention. Learners begin having
two periods per week set aside for learning writing. Most learners want to equip
themselves with writing skills for practical use in their future career or at present
work. The writing syllabus of the language center also concentrates on the forms of
writing with practical value for learners. The course book in use is Writing for The
Real World: An Introduction to General Writing, Student book 1, by Barnard &
Zemach (2005), Oxford University Press.
The focus of the research is on the application of group work to teaching
writing to learners at intermediate level. Learners at this level begin to have separate
periods to improve writing skills. With the accumulation of vocabulary and grammar
they have acquired in elementary classes, they are more eager and capable to invest
time and effort to analyze text constructions and to follow the writing process.
Moreover, as Byrne (1987) states that the type of fluency activities with less teacher
control and more opportunities to use language freely in form of pair work and group
work should be paid more attention at intermediate level. Therefore, we can make

good use of group work for learners at this stage. For these reasons, learners in two
BE 1 classes and two BE 2 classes are chosen as the target learner respondents of the
study.
4


1.2.3. The writing syllabus:
The writing course syllabus for Intermediate class BE1 and BE 2 is as follows:
The first part of the course book Writing for the Real World-An Introduction to
General Writing-Student Book 1 from unit 1 to unit 7 is for class BE 1 and the second
part of the book from unit 8 to unit 14 is for class BE 2.
The course for writing has two main goals: to promote writing fluency and to
provide language models which are relevant to students’ real needs. To achieve the
goals, each unit presents a writing need, relevant vocabulary, grammatical structures,
punctuation, spelling, conventions in writing and a lot of opportunities to develop
writing skills. There is a range of activities suitable for pair and group work to
maintain learners’ interest.
™ The detailed writing syllabus for intermediate class BE 1:
UNIT
1. Thinking
about writing

LANGUAGE FOCUS
X

X

2. Introducing

X

X
X

3.Completing
forms

X
X

4. Thanking

X
X
X

5. Requesting
information

X
X
X

WRITING TASK

Simple present tense and adverb of
frequency for writing about likes
and dislike/ routines
Writing about the future
Starting and ending an informal
email

Listing main points
Spelling and punctuation
Using capital letters when
completing forms
Creating an electronic password

X

Comparing formal and informal
writing styles
Salutations
Complimentary closings
Organizing an email or letter
Writing formal salutations
Requesting information

X

5

X

Writing a short email to your
teacher
Completing a questionnaire

X Write

an informal email and
reply to a key pal

X
X

X

Completing a landing card
by hand
Completing an electronic
application form.
Writing a formal and an
informal thank-you letter
Write a letter to a company
or institution requesting
information


6. Getting
details

X
X

Yes/ no and wh- questions
Asking and answering questions

X
X

7. Inviting and

arranging to
meet

X
X
X
X
X
X

Present continuous tense for writing
about arrangements
Simple present tense for writing
about timetables and schedules
Days, dates, and times
Inviting
Accepting and refusing
Rearranging

X
X

Writing an email to a host
family
Replying to an email from
a future home stay student
Inviting a friend to visit
Accepting and refusing an
invitation

™ The detailed writing syllabus for intermediate class BE 2:
UNIT
8. Making and
changing
arrangements

X
X

X

9. Giving
directions

X
X
X

10. Dealing with
problems

X
X
X

LANGUAGE FOCUS
Making a reservation
Writing formal and informal
emails about a change in
arrangements

Formal and informal apologies
Directions
Go straight
Connectors
Reference numbers
Complaining
Requesting action

X
X

X
X
X

X

11. Describing

X
X
X
X

12.Giving an
opinion and
recommending

X
X

X
X

13. Writing
about a vacation

X

X
X

14.Writing about

X

Describing a place
Adjectives
Connectors
Abilities and interests

X

Present perfect to write about
recent experience
Location
Simple past tense to write about
recent completed experiences
Recommending
Past continuous tense and simple
past tense to write about an

action that interrupts another
Connectors
Descriptive adjectives
Topic sentences

X

6

X

WRITING TASK
Arrange and confirming a
hotel reservation
Canceling a hotel
reservation
sending a map and cover
sheet by fax
writing directions for a
visitor
Writing an email/ letter
complaining about a service
or product
Responding to a letter of
complaint
Writing a description of first
starting college
Writing a description of
starting a summer course in
a foreign country

Writing a review about a
movie, book, or café

X

Writing about a personal
experience

X

Writing about a personal


an interest

X
X

Brainstorming ideas using idea
maps
Writing captions for photographs

interest for a personal home
page

1.3. THE PURPOSE OF THE STUDY:
In light of the theoretical foundation of the benefits of group work in
increasing writing learners’ interest and improving the atmosphere of the writing
classroom, the study is an attempt to seek for teachers and learners’ attitudes towards
the use of group work, the common advantages and disadvantages of this application

in writing classes in the context of the NLU-CFS.
Through the data collected and analyzed, the study shows the similarities and
differences in the perspectives of teachers and learners towards the application of
group work to teaching writing. This helps reduce the mismatches in teacher-learner
perceptions and reinforce the use of group work in writing classes. From this, some
suggestions on how to make good use of group work in the context of NLU-CFS are
provided.
1.4. RESEARCH QUESTIONS:
In order to achieve the purpose, the study is guided by the following research
questions:
1. What do teachers and learners at NLU-CFS think of the application of group
work in writing classes in general?
2. What do teachers and learners think of the advantages and disadvantages of
using group work in writing classes?
The two main research questions set up the framework for the questionnaires, data
analysis and findings of the study.
7


1.5. SIGNIFICANCE OF THE STUDY:
The study results reveal and highlight teachers and learners’ attitudes towards
the use of group work in writing classes, together with the positive and negative
aspects of this application in the context of NLU_CFS.
Besides, the study reviews theoretical foundation for the use of group work
and offers some suggestions on incorporating group work more frequently and
effectively into teaching writing to promote learners’ interest in this important and
beneficial subject.
1.6. DELIMITATIONS OF THE STUDY:
Due to the time limit, the study is not an experiment to measure the effect of
group work to learners’ writing performance. It only deals with common attitudes of

teachers and learners to the use of group work and some main advantages and
disadvantages of this approach in the context of NLU-CFS.
The paper confines itself to investigating 84 learners at intermediate level in
two classes BE1 and two classes BE2 in the course 93 at the main division of the
NLU-CFS and 8 experienced teachers there. Also, the study is limited to the
application of group work to teaching writing to these target learners with the course
book Writing for The Real World: An Introduction to General Writing, Student book
1, by Roger Barnard and Dorothy E Zemach (2005), Oxford University Press.
1.7. DEFINITION OF TERMS:
According to Brown (1994), group work is “ a generic term covering a
multiplicity of techniques in which two or more students are assigned a task that
involves collaboration and self-initiated language” (p.173). Pair work is simply
defined as “group work in groups of two” (Brown, 1994, p.173).

8


1.8. ORGANIZATION OF THE STUDY:
Chapter 1 is the introduction of the study describing the background, the
teaching and learning writing at the research site NLU-CFS, the purpose, and
significance of the study. Moreover, the research questions, delimitations, definitions
of terms are also presented in this chapter.
Chapter 2 reviews the literature related to writing, the reasons for teaching
writing, difficulties that student writers have to face and some prominent approaches
to teaching ESL writing. This chapter also discusses some theories about group work,
grouping arrangements, the advantages and disadvantages of group work, group work
in teaching writing and some group activities in writing classes.
Chapter 3 presents the methodology employed to find out the answers to the
research questions. It consists of the research questions, research method, research
design, data collection instruments, data collection procedure and respondents to the

study.
Chapter 4 includes the analysis of data collected by means of the learners and
teachers’ responses to two sets of questionnaires and the discussion of results.
Chapter 5 is the conclusion of the study. It is composed of summary of the
findings, some pedagogical implications, recommendations to teachers and learners,
conclusion, limitation and suggestions for further research.

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CHAPTER 2
LITERATURE REVIEW
This chapter is intended to review theories and approaches related to writing
skills, group work and its application to teaching writing to increase learners’ interest
in learning writing.
2.1. WHAT IS WRITING?
According to Byrne (1988), writing involves the arrangement of graphic
symbols to form words, which are then arranged to form sentences according to
certain conventions. When we write, we arrange and link a sequence of sentences in a
particular order to create a coherent form, which is called a text. Writing also means
to translate our thoughts into words. By that way, we encode a message, which is
expected to be decoded by a reader, who is not present and sometimes unknown to us,
except when we write to ourselves (Byrne, 1988).
2.2.

WHY DO WE NEED TO TEACH AND LEARN WRITING?
To answer the question “why do we need to teach and learn writing?”, Byrne

(1988) states that writing serves a lot of pedagogical purposes and as a goal in its own
right (p. 6). Raimes (1983) also has the same ideas that two important reasons to teach

writing are “ writing helps our students learn” (p.3) and writing is a means of
communication. According to Harmer (2004), two main reasons for teaching and
learning writing are writing for learning and writing for writing. From these
methodologists’ viewpoints, we will examine more details of the reasons for learning
writing.
2.2.1. Writing for learning:
An important reason for teaching writing is that writing supports students in
the learning process. In fact, writing reinforces what they have studied. Harmer
(2007) considers writing “an aide-memoire and practice tool” to support learners in
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working with the language they have been learning (p.112). Byrne (1988) also
considers writing “an aid to retention” (p.6) especially to some elementary learners
who do not absorb information easily through means of oral practice. Raimes (1983)
points out that writing is a “ unique way to reinforce learning” because it makes
learners become more involved in the language when they try to express ideas and
have a chance to explore the language beyond what they have just learned (p.3).
Another reason that makes writing an important part of an ESL course is that
writing fosters thinking about the language. Raimes (1983) emphasizes that as
learners struggle to think of what to put down and how to put it down, they often
discover different ways to express ideas, and a need to find appropriate words,
sentences. Likewise, Harmer (2007) also states that writing gives learners more
“thinking time”, more chance for “language processing” (p.112). Harmer (2004)
points out that writing encourages learners to pay attention to accurate language use,
which may result in their language development.
Given the support of writing to learners of all levels and the relation between
writing and thinking about language, it is clear that writing can be of great value in
helping learners consolidate, refine and develop their language use.
2.2.2. Writing for writing:

However, the fact that writing supports learning is not the only reason for
teaching and learning writing. There are times when we need to communicate with
other people who are not physically present, listening to us. That is when we need
writing.
Harmer (2004) states that the objective of teaching writing for its own right is
“to help students to become better writers”, “ to communicate real messages in an
appropriate manner” (p. 34). According to Byrne (1988), at intermediate and postintermediate levels, writing can be “a goal in itself” (p. 7). It is important for learners
to develop writing skills which are of practical value for their future career.
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