VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
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QUÁCH THỊ HẢI HẠNH
CHALLENGES FACED BY TEACHERS AND 10TH GRADE STUDENTS
IN TEACHING AND LEARNING ENGLISH WRITING SKILLS AT A
HIGH SCHOOL IN HANOI
(Những thách thức đối với giáo viên và học sinh lớp 10 trong việc dạy và
học kỹ năng viết tiếng Anh tại một trường THPT ở Hà Nội)
M.A MINOR THESIS
Field: English teaching methodology
Code: 8140231.01
Hanoi – 2020
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
QUÁCH THỊ HẢI HẠNH
CHALLENGES FACED BY TEACHERS AND 10TH GRADE STUDENTS
IN TEACHING AND LEARNING ENGLISH WRITING SKILLS AT A
HIGH SCHOOL IN HANOI
(Những thách thức đối với giáo viên và học sinh lớp 10 trong việc dạy và
học kỹ năng viết tiếng Anh tại một trường THPT ở Hà Nội)
M.A MINOR THESIS
Field : English Teaching Methodology
Code : 8140231.01
Supervisor : Hoàng Thị Xuân Hoa. PhD
Hanoi – 2020
i
DECLARATION
I hereby declare that the thesis entitled “Challenges faced by teachers and
10th graders in teaching and learning writing skills at a high school in Hanoi” is my
entirely own work and effort in partial fulfillment of the requirements for the
Master’s degree at the Faculty of Post - Graduate Studies, University of Languages
and International Studies, Vietnam National University, Hanoi. The material in this
research has not been submitted to any other universities or institutions wholly and
partially.
Quach Thi Hai Hanh
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ACKNOWLEDGEMENTS
First and foremost, I would like to express my deep gratitude to my
supervisor, Mrs. Hoàng Thị Xuân Hoa, PhD for her insightful comments,
criticism, wholehearted guidance and kind support that she gave me while I was
carrying out this research. Undoubtedly, this thesis would hardly be accomplished
without her assistance.
I also specially thank many teachers and staff of the Faculty of Postgraduate
studies, University of Languages and International Studies, for their valuable
knowledge and guidance and assistance during my time of study at the Faculty.
I am also grateful to my colleagues as well as my students at a high school in
Hanoi, who have helped me a lot in my data collection to fulfill this paper.
Last but not least, my heartfelt thank was sent to my family for their support
and strong encouragement to me throughout the study.
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ABSTRACT
English writing skill can be seen as the most challenging among four
language skills. When teaching and learning writing skills, most teachers and students
are confronted with a wide range of obstacles. The presented study aims at
identifying teachers’ and students’ difficulties in teaching and learning English
writing skills at a high school in Hanoi. Data of the research was gathered by means
of two major research tools a questionnaire for teacher and interviews for both
teachers and students. The collected information revealed that the 10th graders had
low motivation in learning writing, poor writing ideas, lack of frequent practice and
the teachers' teaching methods were seen as the most prevalent problematic factors
having huge impact on and learning writings of the students. Especially, time
distribution and ignorance about writing skills by both teachers and students were
also reported as predominant elements by the respondents. Based on the major
findings, a couple of suggestions and recommendations are proposed to improve the
quality of teaching and learning English writing skills at the high school.