Learning EFL Writing in Vietnam: Voices from An Upper-Secondary School’s Students
2
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
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.
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.
참고문헌 (29)
- Adugna, E. T., "The role of self-efficacy, self-esteem and attitude in predicting writing performance of students in Ethiopian context", International Journal of Foreign Language Teaching and Research, 7(28), pp.23~36 (2019)
- Creswell, J. W., "Educational research: Planning, conducting, and evaluating quantitative and qualitative research" (2012), Pearson
- Derakhshan, A., "An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems", SAGE Open, 10(2), pp.1~10 (2020)[DOI]
- Ghoorchaei, B., "On the relationship between Iranian EFL students’ writing strategies and writing ability", Journal of Linguistics and Education Research, 2(1), pp.1~7 (2019)[DOI]
- Graham, S., "A meta-analysis of writing instruction for adolescent students", Journal of Educational Psychology, 99(3), pp.445~476 (2007)[DOI]
- Harmer, J., "How to teach writing" (2007), Pearson Education Limited
- Hoang, V. V., "Renovation in curriculum design and textbook development : An effective solution to improving the quality of English teaching in Vietnamese schools in the context of ntegration and globalization", VNU Journal of Science : Education Research, 32(4), pp.9~20 (2016)[DOI]
- Imsa-ard, P., "Choices of teaching practices : Does the English national examination cause Thai EFL Teachers to teach to the test", TESOL International Journal, 16(5), pp.56~86 (2021)
- Islam, M. Z., "Teaching EFL writing at the SSC level in Bangladesh : Challenges and considerations", International Journal of Advanced Research, 7(8), pp.855~860 (2019)[DOI]
- Le, T. T., "English language teaching reforms in Vietnam : EFL teachers’ perceptions of their responses and the influential factors", Innovation in Language Learning and Teaching, pp.1~12 (2020)[DOI]
- Le, V. C., "Building teacher capacity in English language teaching in Vietnam: Research, policy and practice", pp.7~22 (2019), Routledge
- Matsuda, P. K., "A Special Interview with Paul Kei Matsuda about Second Language Writing", PASAA, 58, pp.3~11 (2019)
- Chi Thi Kim Nguyen, "Overview of Second and Foreign Language Writing: Characteristics, Perspectives and Pedagogical Approaches", Journal of Asia TEFL, 16(3), pp.1059~1068 (2019), 아시아테플
- Nguyen, H. H. T., "Teaching EFL writing in Vietnam: Problems and solutions - A discussion from the outlook of applied linguistics", VNU Journal of Science, Foreign Languages, 25, pp.61~66 (2009)
- Nguyen, T. T. H., "Vietnamese upper-high school teachers’ views, practices, difficulties, and expectations on teaching EFL writing", Journal on English as a Foreign Language, 11(1) (2021)[DOI]
- Nguyen, T. T. L., "Motivating activities in test preparation writing classes : A case study in Vietnam", Language Education in Asia, 3(1), pp.71~84 (2012)[DOI]
- Nguyen, T. T. L., "Knowledge mobilization in TESOL: Connecting research and practice", pp.30~42 (2019), Brill
- Nguyen Thi Thuy Loan, "Reflective Teaching in an EFL Writing Instruction Course for Thai Pre-service Teachers", Journal of Asia TEFL, 16(2), pp.561~575 (2019), 아시아테플
- Nguyen, T. T. L., "EFL writing at Thai secondary schools : Teachers and students’ views, difficulties and expectations", Language Related Research, 12, pp.187~214 (2021)[DOI]
- Nguyen, V. L., "Vietnamese EFL teachers’ beliefs and practices of alternative assessment in teaching English at secondary school", Asian EFL Journal, 24(2), pp.31~57 (2020)
- "Vietnam demands English Languag teaching ‘miracle’" (2011)[URL]
- Stone, G., "Implementation of critical literacy for English writing classes in the Thai context", The New English Teacher, 11(2), pp.65~76 (2017)
- Sullivan, G. M., "Analyzing and interpreting data from Likert-type scales", Journal of Graduate Medical Education, 5(4), pp.541~542 (2013)[DOI]
- Sun, F., "Pedagogical implications to teaching English writing", Journal of Language Teaching and Research, 1(6), pp.867~870 (2010)[DOI]
- Syafii, M. L., "Venn-diagram strategy in EFL class to enhance learners’ writing skill and motivation", Journal on English as a Foreign Language, 10(1), pp.141~162 (2020)[DOI]
- Tran, P. M., "English in Vietnam: A sociolinguistic profile", World Englishes, pp.1~14 (2020)[DOI]
- Trinh Quoc Lap, "Enhancing Vietnamese Learners’ Ability in Writing Argumentative Essays", Journal of Asia TEFL, 11(2), pp.63~91 (2014), 아시아테플
- Van, H. V., "English 10-11-12- students’ book" (2016), Education Publisher & Pearson
- Wiboolsri, Y., "Measurement and achievement test construction" (2008), Chulalongkorn University Press