Teaching Writing in Vietnam’s Secondary and High Schools

Phạm, Vũ Phi Hổ; Truong, Minh Hoa

doi:10.3390/educsci11100632

Cited by 9 publications

(6 citation statements)

References 25 publications

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“…. Different instructors obtained diverse viewpoints regarding the teaching of writing skills (Pham & Truong, 2021). Correcting students' flaws and blunders in writing is one of the most practical activities for writing classes (Nguyen & Nguyen, 2022c).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Tran¹,

Phạm²

2023

INT J INSTRUCTION

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The purpose of this study is to compare the impacts of two different modes of epeer feedback on the students' writing skills to see which mode should be better used to train the students' writing skills. The current study included 66 first-year students from the University of Foreign Language Studies in Danang City, Vietnam. The quasi-experimental research design was employed in the study. The two groups were taught how to compose a paragraph writing with peer comments in two rounds (1st & 2nd drafts). One group used Moodle (LMS), while the other used Facebook for e-peer feedback. Data collection was from pre-and post-tests for quantitative analysis. The research indicated that both types of e-peer feedback had a significant influence on students' writing abilities. However, the Moodle peer comments had little effect on students' writing length, but the e-peer remark on Facebook had a considerable impact. Post-test comparisons show that students who conducted peer comments on Facebook were considerably more diverse than their peers who conducted them in Moodle.

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Section: Introductionmentioning

confidence: 99%

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Tran¹,

Phạm²

2023

INT J INSTRUCTION

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“…Surprisingly, the participants did not commonly commit dangling modifiers (nl = 27; p = 5.0%), succeeding different parts of speech in series (nl = 30; p = 5.6%). In the previous studies (e.g., Dan et al, 2018;Jobeen et al, 2015;Pham & Truong, 2021), their results have affirmed that their students have done badly in using dangling modifiers because of difficulties in understanding the word usage. Like the aforementioned parts, syntactical errors occurred with some participants as the number of participants' committed errors was inferior in number with the total number of errors.…”

Section: The Representation Of Syntactical Errors Of the Respondentsmentioning

confidence: 79%

Common written error analysis committed by EFL graders. A case study at a secondary school in Vietnam

2023

pegegog

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This study investigated common written errors and the causes that language learners frequently commit. A descriptive qualitative approach was conducted with the participation of 57 eleventh-graders at a high school in Hung Yen province during the second term of the academic year 2021-2022. The respondents were requested to participate in five writing tests in three successive months to generate their morphological, lexical, syntactical, and mechanical written errors basing on Ferris' (2014) model of Error Analysis. The results reveal that the respondents are not good at English writing due to both the negligence of the testing and assessment format, which concentrates on multiple-choice tests and the demotivation and discouragement of learner autonomy in improving writing skills. The finding of this research would help the educational policy-makers adjust English teaching curriculum to give a priority to promote writing skills. Simultaneously, teachers of English should change their pedagogical practices to raise their learners' awareness of the key role of error correction in writing skills. For English language learners, they could recognize the importance of corrective feedbacks from their teachers, peer correction on their written errors that they committed while learning to write effectively in English. Lastly, future studies might confer the findings of this research for the reference to serve as the resourceful enrichment of their research liability.

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“…Students worldwide, especially in non-English countries, experience anxiety in writing English texts (Kurniasih et al , 2023; Quvanch and Si Na, 2022). Teachers, adding to this anxiety about writing in L2, have issues with training (Toquero et al , 2021), different orientations (Pham and Truong, 2021) and technological autonomy in classrooms by instructors (Sheerah and Yadav, 2022). Textbooks (course/learning materials) remain central to L2 writing pedagogy whether learners belong to private or public schools and universities in urban or rural areas (ASER Report 2021).…”

Section: Quality Issues With Written English In Global and Indian Con...mentioning

confidence: 99%

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

Chavda,

Patel,

Bhatt

2023

QAE

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Purpose This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

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Teaching Writing in Vietnam’s Secondary and High Schools

Cited by 9 publications

References 25 publications

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

The Effects of Online Peer Feedback on Students’ Writing Skills during Corona Virus Pandemic

Common written error analysis committed by EFL graders. A case study at a secondary school in Vietnam

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy

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