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Improving essay writing for English majors through an integrated instruction
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.
ELT teachers’ acceptance of ChatGPT as a writing assistant in general English courses
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.
The interplay between Vietnamese EFL students’ artificial intelligence literacy and tool usage for academic writing
Artificial intelligence has rapidly been integrated into education, which has substantially impacted academic writing, especially among EFL students. This study investigates Vietnamese EFL students’ artificial intelligence literacy and tool usage for writing, and the correlation between these two aspects. A quantitative study using a questionnaire was conducted with 214 English major students at a private university.
Implementing a genre-based approach in teaching argumentative writing to third-year English majors at Dong Nai University
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).
Some strategies to improve summary writingskill for non-English major university students
Summary writing plays a vital role in learning English, particularly for students engaged in English for specific purposes. This study aims to propose effective strategies in teaching summary writing and to assess their impact on the language competence of non-English major university students.
Effective feedback in writing instruction from EFL students‘ perspectives
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.
Non-English major students' perspectives on difficulties in paragraph writing at Nam Can Tho University
The advent of English has played an indispensable role in modern society, leading to the demand of developing four skills to meet the demand of the society. Amongst the four skills, writing is considered to be a challenging skill that require students in many aspects. Students find it hard to acquire this productive skill due to.
First year English majors' perspectives on the difficulties in learning the writing 1 course
This study employs both quantitative and qualitative methods. The instruments used are a questionnaire and an interview protocol. In this study, all participants responses were coded and analyzed descriptively.
Vietnamese EFL English majored students' perceptions of academic vocabulary in argumentative writing
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.
Factors affecting the ability to write essays in English of second-year students majoring in English at Nam Can Tho University
Writing is considered an important skill. For second-year students majoring in English at Nam Can Tho University, writing essays in English is a mandatory subject. However, in the process of writing essays, students encounter many difficulties. To find out the difficulties and find solutions, 28 questions designed on a Likert scale were used for analysis with the participation of 100 second-year students and 100 senior students majoring in English language for comparison.
Improving students’ writing skill through collaborative writing
Therefore, they did not have the motivation and chance to learn writing effectively. Due to that reason, the researcher would like to search for an efective tool that creates more opportunities for more student interactionin writing lessons and motivate them to take writing as an enjoyable experience as well as enhance their writing performance. Therefore, the researcher who is in the search of applicable solution in teaching writing has found out that collaborative writing (CW) can be a great tool to improve the situation.
Collaborative learning in writing classes: Benefits and challenges
The present study aims to explore collaborative learning at Thuyloi University and try to answer a research question: “What are benefits and challenges among English majored students when they learn writing collaboratively at Thuyloi University ?”