Learning EFL Writing in Vietnam : Voices from An Upper-Secondary School’s Students

Abstract

Writing in English is difficult for multi-lingual learners, and this is not an exception for Vietnamese students who learnt English as-a-foreign-language (EFL). However, few studies have been conducted on how these learners learnt this skill at their up-secondary schools (U-SS). This study thus plans to explore how 335 Vietnamese students at a U-SS perceived the importance of EFL writing, how they learnt it and what difficulties and expectations/suggestions they had in making the learning of this skill effectively. Employing a 5-point Likert-scale survey, open-ended questions and a focus-group interview, the study found these learners' awareness of the significance of this skill for their future betterment. Moreover, similar to students in other EFL settings, these students learnt this skill for learning other language skills, and their teachers did not have enough time to teach and provide feedback on their writing. However, their positive attitudes and how to learn this skill were greatly influenced by their teachers and educational conditions. These findings are therefore expected to shed more light on learners' perspectives in learning EFL writing at the U-SS level so that relevant support can be provided to help the learning of this skill in Vietnam and in similar EFL contexts.

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

“…Nevertheless, it is essential to note the insightful perspective of Cui et al, (2022), who argue that the process of furnishing feedback on written assignments, while undoubtedly valuable, can also pose a formidable challenge, particularly in the context of large classes or multiple smaller sections. Under such prevalent scenarios, teachers often find it nearly impossible to provide meticulous commentary to every student (Nguyen, 2021). The resultant outcome might be hastily generated feedback, sometimes lacking in explanatory elements, which can inadvertently lead to a passive utilization of such feedback, thereby diminishing its potential educational efficacy (Ho, 2020;Lee, 2007;Zhao, 2010).…”

Difficulties of Vietnamese Students in Learning Academic Writing

“…He also acknowledges that becoming a competent writer involves making mistakes and errors. Nguyen (2021) states that writing is the process of conveying thoughts and ideas, widely recognized as a challenging skill to attain proficiency in. Kwak (2017) suggests that learning to write involves explicitly acquiring the mechanics, correct usage, and standard features of academic writing.…”

“…Therefore, teachers might add enjoyable and engaging activities into their writing lessons to boost students' interest in and motivation for learning academic writing in English. Nguyen (2021) examined the role of cultural influences on Vietnamese students' writing practices and highlighted the need for a learner-centered approach to address their specific needs. Another study by Nguyen and Nguyen (2022) explored the impact of vocabulary knowledge on writing proficiency and emphasized the importance of vocabulary instruction in academic writing.…”

The Impact of Training Vietnamese EFL Learners for Self-Assessment on Writing Performance

“…The process of teaching and assessing writing skills in EFL in Vietnam has proven to be challenging, and it has negatively affected the students' language learning outcomes. Vietnamese EFL teachers encounter difficulties such as how to motivate students to write in English, how to teach writing effectively, and how to assess writing skills (Nguyen, 2021). Alternative assessment methods, including checklists, videotapes, audiotapes, teacher observations, journals, logs, conferences, portfolios, self-assessment (SA), and peer assessment, are considered to be effective in achieving educational assessment goals (Dikli, 2003).…”