VIETNAM NATIONAL UNIVERSITY, IANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES. FACULTY OF POST- GRADUATE STUDIES LE THI HONG VINH AN INVESTIGATION INTO WRITING STRATEGIES OF 11" GRADE STUDENTS AT HUU LUNG UPPER SECONDARY SCHOOL, LANG SON. MINOR PROGRAMME TILESIS Field: English Teaching Methodology Code: 60.0111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, IANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES. FACULTY OF POST- GRADUATE STUDIES LE THI HONG VINH AN INVESTIGATION INTO WRITING STRATEGIES OF 11" GRADE STUDENTS AT HUU LUNG UPPER SECONDARY SCHOOL, LANG SON.
MINOR PROGRAMME TILESIS Field: English Teaching Methodulogy Code: 60.0111 Supervisor: Tran Thi Thu Hign, Ph.D Hanoi, 2014 DECLARATION L hereby certify the thesis entitled “An Investigation into writing strategies of 11" grade students at Huu Lung Upper Secondary School, Lang Son” 1s my own stuy in the fulfillment of the requirements for the Degres of Master of Arts at University of Languages and Inlemational Sludics, Vietnam National University, Hanoi Hanoi, September 2014 Signatins Le Thi Hong Vinh 1. Previous studies on writing slralegies cel ˆ. Setting of the StUdY. cuc ng na rrrerrrdrereeooT8 2.scsesseeses TH HH ng re 19 23.
ee eer aeeeee ieee rie tO 2.4, Data collection procedure. 6 cece ect eese etter ZL 2. nh nghe re _- 2.6 Summary 23 Chapter 3: Results and Di 3.Wnting strategies most frequently ussd by 1" HL, students. Differences in writing strategy use based on proficiency level.
Findings and discussions - 32 3. Chapter suumnary - 34 PART C: Conclusion. co cọ nh rrrrrarerseieearerroo3Ổ 3. Limitations of the study and suggsstion Rmther studies.
00ccecsscsesssssnsssssssrseneanneesseneenvinsseinenrenanseeeseneeed) Appendix 1 - 1 vii LIST OF ABBREVIATIONS EFL: English as a foreign language ESI.: Rnglish as a second language HILUSS: Hun Lung Upper Sccondary Schaot LLSs: language learning strategies SD: Standard deviations SPSS: Statistical Package for the Social Science WSQ: Writing Strategy Questionnaire TABLE OF CONTENT Declaration. List of abbrevigOns. các Table content PART A: Introduction. Rationale 2, Aims of the study 3, Rescarch question.
4, Method of the gtuồyÿ. cuc cv Scope of ‘the study. « Significance of the study. Organizations of the study PART B: DEVELOPMENT .1 Learning language strate; L.1 Definition of learning language strategies 1.
Classification of Icarning language strategies. Definition of writing strategy.2, Waiting strategy questionnaire 1.1, Previous studies on language leaming strategies ABSTRACT ‘The present study aimed al exploring writing s! es employed by the eleventh graders at Huu Lung Upper Secondary School (HLUSS), Participants were eighty eleventh graders identified as successtiil and unsuccesstul writers. The data for the study was gathered utilizing questionnaire and interview. Oxtord’s theory (1990) and.
Petrie Czarl’s writing strategy questiomaire (2003) were used to formulate students’ writing strategies. ‘The data was analyzed using descriptive statistics and SPSS 16.0 software ‘The findings of this study revealed that twelve writing strategies were used at the highest degree by eleventh graders at HLUSS in which while-writing ones were most ữcquemtly employed Despite no variatien in the frequency of Hu: overall writing stratcgy usc between two partics of writers, several difforenecs were found in the use of individual items. Some implications and suggestions for learning and teaching writing strategies were offered to enhance students’ writing performance. Previous studies on writing slralegies cel ˆ.
Setting of the StUdY. cuc ng na rrrerrrdrereeooT8 2.scsesseeses TH HH ng re 19 23. ee eer aeeeee ieee rie tO 2.4, Data collection procedure. 6 cece ect eese etter ZL 2.
nh nghe re _- 2.6 Summary 23 Chapter 3: Results and Di 3.Wnting strategies most frequently ussd by 1" HL, students. Differences in writing strategy use based on proficiency level. Findings and discussions - 32 3. Chapter suumnary - 34 PART C: Conclusion.
co cọ nh rrrrrarerseieearerroo3Ổ 3. Limitations of the study and suggsstion Rmther studies. 00ccecsscsesssssnsssssssrseneanneesseneenvinsseinenrenanseeeseneeed) Appendix 1 - 1 vii ACKNOWLEDGEMENTS On the completion of this thesis, I wish to express my heartfelt gratitude and deep gratitude to my supervisor, ‘fran Thi Thm Itien, PAD, who gave me benefits of her wisdom and her expert knowledge in teaching methods as well as her constant encouragement from the beginning stage of working out the rescarch proposal to ths final stage of writing up the thesis for her. Without her valuable suggestions, careful and detailed critical comments, this thesis would not have been fullfilled My sincere thanks also go to all my gradc-11 students and teachers at Huu Lung Upper Secondary School for their assistance during the process of data collection.
Also, my appreciation goes to my family and friends for their support whose encouragement and assistance are of extreme importance during the couse of my writing, LIST OF ABBREVIATIONS EFL: English as a foreign language ESI.: Rnglish as a second language HILUSS: Hun Lung Upper Sccondary Schaot LLSs: language learning strategies SD: Standard deviations SPSS: Statistical Package for the Social Science WSQ: Writing Strategy Questionnaire LIST OF ABBREVIATIONS EFL: English as a foreign language ESI.: Rnglish as a second language HILUSS: Hun Lung Upper Sccondary Schaot LLSs: language learning strategies SD: Standard deviations SPSS: Statistical Package for the Social Science WSQ: Writing Strategy Questionnaire 1. Previous studies on writing slralegies cel ˆ. Setting of the StUdY. cuc ng na rrrerrrdrereeooT8 2.scsesseeses TH HH ng re 19 23.
ee eer aeeeee ieee rie tO 2.4, Data collection procedure. 6 cece ect eese etter ZL 2. nh nghe re _- 2.6 Summary 23 Chapter 3: Results and Di 3.Wnting strategies most frequently ussd by 1" HL, students. Differences in writing strategy use based on proficiency level.
Findings and discussions - 32 3. Chapter suumnary - 34 PART C: Conclusion. co cọ nh rrrrrarerseieearerroo3Ổ 3. Limitations of the study and suggsstion Rmther studies.
00ccecsscsesssssnsssssssrseneanneesseneenvinsseinenrenanseeeseneeed) Appendix 1 - 1 vii TABLE OF CONTENT Declaration. List of abbrevigOns. các Table content PART A: Introduction. Rationale 2, Aims of the study 3, Rescarch question.
4, Method of the gtuồyÿ. cuc cv Scope of ‘the study. « Significance of the study. Organizations of the study PART B: DEVELOPMENT .1 Learning language strate; L.1 Definition of learning language strategies 1.
Classification of Icarning language strategies. Definition of writing strategy.2, Waiting strategy questionnaire 1.1, Previous studies on language leaming strategies Appendix 2 Appendix 3 Appndix4. cv LIST OF TABLES. ‘Tables Page Table 1 Writing stralogy use in cach stage by students in the writing class.
4 Table 2 Overall writing stratogics most frequently used. 3 Table 3 Mean and standard deviation of overall waiting strategy between _ successful and unsuccesstil students. z Table 4 Mean and standard deviation of writing strategy at ditferent „ siages Table 3 between snecussfid and unsuccessful students Mean and standard deviation of prewriting strategies used by 9g Table 6 successful and unsuccessful studonts Mean and standard deviation of while-writing strategies sed by. 22 Table 7 successfill and unsuecessfil students Mean and standard deviation of revising strategies used by unsuccessful and 31 unsuccessful students.
Previous studies on writing slralegies cel ˆ. Setting of the StUdY. cuc ng na rrrerrrdrereeooT8 2.scsesseeses TH HH ng re 19 23. ee eer aeeeee ieee rie tO 2.4, Data collection procedure.
6 cece ect eese etter ZL 2. nh nghe re _- 2.6 Summary 23 Chapter 3: Results and Di 3.Wnting strategies most frequently ussd by 1" HL, students. Differences in writing strategy use based on proficiency level. Findings and discussions - 32 3.
Chapter suumnary - 34 PART C: Conclusion. co cọ nh rrrrrarerseieearerroo3Ổ 3. Limitations of the study and suggsstion Rmther studies. 00ccecsscsesssssnsssssssrseneanneesseneenvinsseinenrenanseeeseneeed) Appendix 1 - 1 vii ABSTRACT ‘The present study aimed al exploring writing s! es employed by the eleventh graders at Huu Lung Upper Secondary School (HLUSS), Participants were eighty eleventh graders identified as successtiil and unsuccesstul writers.
The data for the study was gathered utilizing questionnaire and interview. Oxtord’s theory (1990) and. Petrie Czarl’s writing strategy questiomaire (2003) were used to formulate students’ writing strategies. ‘The data was analyzed using descriptive statistics and SPSS 16.0 software ‘The findings of this study revealed that twelve writing strategies were used at the highest degree by eleventh graders at HLUSS in which while-writing ones were most ữcquemtly employed Despite no variatien in the frequency of Hu: overall writing stratcgy usc between two partics of writers, several difforenecs were found in the use of individual items.
Some implications and suggestions for learning and teaching writing strategies were offered to enhance students’ writing performance. Appendix 2 Appendix 3 Appndix4. cv ABSTRACT ‘The present study aimed al exploring writing s! es employed by the eleventh graders at Huu Lung Upper Secondary School (HLUSS), Participants were eighty eleventh graders identified as successtiil and unsuccesstul writers. The data for the study was gathered utilizing questionnaire and interview.
Oxtord’s theory (1990) and. Petrie Czarl’s writing strategy questiomaire (2003) were used to formulate students’ writing strategies. ‘The data was analyzed using descriptive statistics and SPSS 16.0 software ‘The findings of this study revealed that twelve writing strategies were used at the highest degree by eleventh graders at HLUSS in which while-writing ones were most ữcquemtly employed Despite no variatien in the frequency of Hu: overall writing stratcgy usc between two partics of writers, several difforenecs were found in the use of individual items. Some implications and suggestions for learning and teaching writing strategies were offered to enhance students’ writing performance.
Appendix 2 Appendix 3 Appndix4. cv LIST OF TABLES. ‘Tables Page Table 1 Writing stralogy use in cach stage by students in the writing class. 4 Table 2 Overall writing stratogics most frequently used.
3 Table 3 Mean and standard deviation of overall waiting strategy between _ successful and unsuccesstil students. z Table 4 Mean and standard deviation of writing strategy at ditferent „ siages Table 3 between snecussfid and unsuccessful students Mean and standard deviation of prewriting strategies used by 9g Table 6 successful and unsuccessful studonts Mean and standard deviation of while-writing strategies sed by. 22 Table 7 successfill and unsuecessfil students Mean and standard deviation of revising strategies used by unsuccessful and 31 unsuccessful students. ACKNOWLEDGEMENTS On the completion of this thesis, I wish to express my heartfelt gratitude and deep gratitude to my supervisor, ‘fran Thi Thm Itien, PAD, who gave me benefits of her wisdom and her expert knowledge in teaching methods as well as her constant encouragement from the beginning stage of working out the rescarch proposal to ths final stage of writing up the thesis for her.
Without her valuable suggestions, careful and detailed critical comments, this thesis would not have been fullfilled My sincere thanks also go to all my gradc-11 students and teachers at Huu Lung Upper Secondary School for their assistance during the process of data collection. Also, my appreciation goes to my family and friends for their support whose encouragement and assistance are of extreme importance during the couse of my writing, ACKNOWLEDGEMENTS On the completion of this thesis, I wish to express my heartfelt gratitude and deep gratitude to my supervisor, ‘fran Thi Thm Itien, PAD, who gave me benefits of her wisdom and her expert knowledge in teaching methods as well as her constant encouragement from the beginning stage of working out the rescarch proposal to ths final stage of writing up the thesis for her. Without her valuable suggestions, careful and detailed critical comments, this thesis would not have been fullfilled My sincere thanks also go to all my gradc-11 students and teachers at Huu Lung Upper Secondary School for their assistance during the process of data collection. Also, my appreciation goes to my family and friends for their support whose encouragement and assistance are of extreme importance during the couse of my writing, LIST OF ABBREVIATIONS EFL: English as a foreign language ESI.: Rnglish as a second language HILUSS: Hun Lung Upper Sccondary Schaot LLSs: language learning strategies SD: Standard deviations SPSS: Statistical Package for the Social Science WSQ: Writing Strategy Questionnaire LIST OF TABLES.
‘Tables Page Table 1 Writing stralogy use in cach stage by students in the writing class. 4 Table 2 Overall writing stratogics most frequently used.
