The assessment of academic writing classes revealed that students' writing skills remained below the expected standard, demonstrating that essay writing remains a challenging skill for university students. This study explores the impact of integrating reading and writing, alongside the use of a reading checklist to assist students throughout the writing process.
This paper aimed to explore ELT teachers’ acceptance of ChatGPT in teaching writing. This study employed a qualitative research design in which six teachers at College A in Ho Chi Minh City participated in semi-structured interviews.
This study is an additional endeavor to re-emphasize the impact of the systemic functional linguistic genre-based approach (SFL GBA) on teaching English argumentative genres to the third-year English majors, batch 11, at Dong Nai University’s faculty of foreign languages, both in terms of their improved written performances and positive perceptions towards the teaching-learning cycle (TLC).
This study investigates the experiences of English major students at a university in Vietnam with feedback from writing classes. It aims to seek a better understanding of various types of feedback that students receive in their writing courses, assessing their quality, effectiveness, and how they align with students' needs and expectations.
This study examines the perception of academic vocabulary among EFL English-majored students, specifically on the importance of confidence and difficulties in using vocabulary, the perceived effect on writing, and the ways of learning it.