VIETNAM NATIONAL UNIVERSITY, HANOL TNIVERSITY OF LANGUAGES AND INFERNATIONAL STTDIES FACULTY OF POST- GRADUATE STUDIES ——--#* LO &——-- NGUYÊN THỊ LỢI AST YY ON BRAINSTORMING AND ITS KEKEC ON TRESHMEN AT TAY HA POLYTECIINIC COLLEGE TO IMPROVE THEIR PERFORMANCE LIN PRACTICING ENGLISH SKILLS (Nghiên cửu vé hoar ding dộng não và hiéu qua cita né déi voi sinh vién ném thứ nhất trường CD Bách Nghệ Tây I1 trang việc nâng caa hiệu quả thựcc hành các Kỹ nứng A tiêng Anh. Minor Programme Thesis Field: English Methodology Code: 601410 Hanui— 2010 VIETNAM NATIONAL UNIVERSITY, WANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULITY OF POST- GRADUATE STUDIES -—-—* Ox NGUYEN TI LỢI A STUDY ON BRAINSTORMING AND ITS EFFECTS ON FRESIIMEN AT TAY IFA POLYTECIINIC COLLEGE TO IMPROVE THEIR PERFORMANCE IN PRACTICING ENGLISH SKILLS (Nghiên cửu về hagf ding ding nao vi hiéu qua cha né déi với sinh viên năm thir nhdt trường CD Búch Nghệ Tây Hà trong việc nâng cao hiệu quả tuc hành các k? năng tiéng Anh) M. Minor Programme Thesis Field: English Methodology Code: 601410 Supervisor: BINH HAI YEN, M. Hanoi - 2010 TABLE OF CONTENTS: ACKNOWLEDGEMENTS ABSTRACT.
đi TABLE OF CONTENTS .cccsssssesescesssseneseesesenssassavsecessassnateassavensransassrassassavaeesseavanareasansen LIST OF ARBREVIATIONS ưưn „VI LIST OF TABLES AND FIGURES.- cv St n1 PART A: INTRODUCTION n8 aaagaÁ. Scope of the sindy 5. Method of the study “ 6, Design of the study .nnssmennninmnneinnentiniantainanennanetameneesse PART B: DEVELOPMENT CHAPTER1: LITERATURE REVIEW. ch nh HH 1.
Generating ideas in writing 2. Some typical ways of generating ideas in writing 2.4 Using role play/ simulation vil LIST OF ABBREVIATIONS DE — Degree of freedom T: Obtained value Terit: Critical vatac P value: Probability value P. Alpha level (probability level) vi LL The results of the experimental group’s writing performance aller the experiment. The resulls oŸ QuestionnairoS.1 Comparison of students’ attitudes towards writing hefore and after the €XpGTIHENI.
HH non HH He garen 12.2 Comparison of students" participation before aud aller the program. 14 Result of Ohzervation Analysis, 3 Discnssions on the study results 32 " 2.1 Effects of brainstorming on the students’ writing proficieney.2 Effects of brainstorming on students’ attitude towards writing and their participation in the writing lessons.3 Students” opinions about brainstorming, 33 "`. 35 1, Summary of the main ñmtings smử conclusioh.1 Preparation and experience in brainstorming are esential 35 2.2 Using brainstorming in cooperation with other idea-generating tools 36 2.3 Reinforce both individual and group Drlinst0HHĂNE,.4 Process for an effective brainstorming 2 ÄRÏDÏH,v uc nh nhi 36 3. Limitations and suggestions for further research 39 REFERENCES 40 APPENDIXES APPENDIX PRE-QU NONNAIRE, APPUNDIX 2: POS! -QUESTIONNAIRIE a APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT.
v vill LIST OF TABLES AND FIGURES Page Figure 1: Pro-test results of both groups 20 ‘Table 1: Pre-test descriptive statistics. 21 Figure 2: Post-test results of Both groups.cccccssesssssusesssesseervessseesassseeseervessseesesssnees 22 Table 2: Post-test descriptive statis 22 Figure 3: Pre-test and Post-test results of the experimental group 24 Table 3: Pre-test and post-test descriptive stafistics of the experimental group. 24 Table 4: Students’ intzresl in writing skill 26 ‘Table 5: Students’ opinions of writing in English 27 Table 6: Students’ preferences for form of activities. Table 7: Skudenis* participation in writing lessons 29 ‘Table 8: Students’ opinions about brainstorming 30 The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1) Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group 6 Design of the study ‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion.
The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy. Il also narrows th cope, presents the research method and ouflinas the content of the study. The development includes threc chaptzrs: Chapter 1 presents the literature review that is relevant to the study, Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data in details. Chapter 3 displays the findings and discussions from the collected data analysis.
The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study. The main research methad employed in this sludy to find oul the answers Lo the proposed research questions within the scope of the study is a quasi- experimental design which involves the three basic components of experiments according to Seliger and Shohamy (1989:136): the population (the first year students at ‘fa Lia Polytechnic College), the treatment (brainstorming) and the weasurement of the treatment (L-fes1) Besides, the pre-questionnaire and post-questionnaire were also delivered to the students taking part in the experiment as complementary tool lo obtain [heir opinion about changes in their altitade towards vriting, In addition, observation was employed during the teaching time to recognize the difference in participation between the control group and experimental group 6 Design of the study ‘rhe study is composed of three main parts; Introduction, Development with three chapters, and Conclusion. The introduction presents an overview of the study with the rationale for the research, the airs and the tesearch questions of the sludy. Il also narrows th cope, presents the research method and ouflinas the content of the study.
The development includes threc chaptzrs: Chapter 1 presents the literature review that is relevant to the study, Chapter 2 desoribes the research methods used in the study with the necessary components before supplying the information aboul Ihe procedures of callceting the data in details. Chapter 3 displays the findings and discussions from the collected data analysis. The Conchision presents a summary of major findings tiom which some pedagogical implications were derived, It also provides some limitations and suggestions for fiuthar study. vi LL The results of the experimental group’s writing performance aller the experiment.
The resulls oŸ QuestionnairoS.1 Comparison of students’ attitudes towards writing hefore and after the €XpGTIHENI. HH non HH He garen 12.2 Comparison of students" participation before aud aller the program. 14 Result of Ohzervation Analysis, 3 Discnssions on the study results 32 " 2.1 Effects of brainstorming on the students’ writing proficieney.2 Effects of brainstorming on students’ attitude towards writing and their participation in the writing lessons.3 Students” opinions about brainstorming, 33 "`. 35 1, Summary of the main ñmtings smử conclusioh.1 Preparation and experience in brainstorming are esential 35 2.2 Using brainstorming in cooperation with other idea-generating tools 36 2.3 Reinforce both individual and group Drlinst0HHĂNE,.4 Process for an effective brainstorming 2 ÄRÏDÏH,v uc nh nhi 36 3.
Limitations and suggestions for further research 39 REFERENCES 40 APPENDIXES APPENDIX PRE-QU NONNAIRE, APPUNDIX 2: POS! -QUESTIONNAIRIE a APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT. Research questions To achieve the aims which arc mentioned above, this study was designed to test the following hypothesis - Hj: Studenis who take part in the experimental brainstorming activities will make more improvement in writing performance than those who da not. - Hy There is no difference in writing performance between students who take part in the experimental brainstorming activities and those who do not. In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised: 1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College? 2) What are the effects of brainstorming on the students’ attitude towards writing and the participation in in-class writing lessons? 3) What are the students’ opinions about brainsiorming? 4.
Scope of the study Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed. Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents. Due to the constraint of time and the page limit ofa minor thesis, in this studyI just focus on studying the effects of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege in the second term, The syllabus was based on the writing task in course book material “New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005) S. Methad af the study vi LL The results of the experimental group’s writing performance aller the experiment.
The resulls oŸ QuestionnairoS.1 Comparison of students’ attitudes towards writing hefore and after the €XpGTIHENI. HH non HH He garen 12.2 Comparison of students" participation before aud aller the program. 14 Result of Ohzervation Analysis, 3 Discnssions on the study results 32 " 2.1 Effects of brainstorming on the students’ writing proficieney.2 Effects of brainstorming on students’ attitude towards writing and their participation in the writing lessons.3 Students” opinions about brainstorming, 33 "`. 35 1, Summary of the main ñmtings smử conclusioh.1 Preparation and experience in brainstorming are esential 35 2.2 Using brainstorming in cooperation with other idea-generating tools 36 2.3 Reinforce both individual and group Drlinst0HHĂNE,.4 Process for an effective brainstorming 2 ÄRÏDÏH,v uc nh nhi 36 3.
Limitations and suggestions for further research 39 REFERENCES 40 APPENDIXES APPENDIX PRE-QU NONNAIRE, APPUNDIX 2: POS! -QUESTIONNAIRIE a APPENDIX 3: CRITERIA FOR STUDENTS' WRTTING ASSESSMENT. Research questions To achieve the aims which arc mentioned above, this study was designed to test the following hypothesis - Hj: Studenis who take part in the experimental brainstorming activities will make more improvement in writing performance than those who da not. - Hy There is no difference in writing performance between students who take part in the experimental brainstorming activities and those who do not. In order to draw the conclusion on which hypothesis would be accepted, the following research questions are raised: 1) How does bramstorming affect the firsi-vear siudents’ writing skill at Tay Ha Polytechnic College? 2) What are the effects of brainstorming on the students’ attitude towards writing and the participation in in-class writing lessons? 3) What are the students’ opinions about brainsiorming? 4.
Scope of the study Writing is one of the popular ways for people to communicate with each ofher Moreover, writing can hefp our students to learn the Janguage better as it gives them the chances to make use of grammatical structures and vocabulary they have leamed. Although wriling plays such an important role, T realived Ihal my students did not actively take part in the writing lessons and their writing skill is much far fiom satisfaction, Thus, writing seems to be the most challenging skill for most stndents. Due to the constraint of time and the page limit ofa minor thesis, in this studyI just focus on studying the effects of brainstorming on writing skill of the first year students of Tay Ha Polylechmic Coltege in the second term, The syllabus was based on the writing task in course book material “New Cutting Edge- Elementary” by Sarah Cunningham and Peter Moor (2005) S. Methad af the study PART A: INTRODUCTION 1.
Ratianale The world is developing rapidly and becomes smaller and smaller thanks to the exchange of culture and economy with English being an important international commurivative lool. Therefore, in Vietnam, English has becom a compulsory subject al schools and colleges.
