VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF GRADUATE STUDIES [See 1£1222442e. VŨ TIỊ HÒA IMPROVING ENGLISH PARAGRAPH- WRITING PERFORMANCE BY THE SECOND- YEAR STUDENTS AT THAINCUYEN MEDICAL COLLEGE TUROUGH COLLABORATIVE WRITING ACTIVITIES Nghién ciru vige sir dung cic hoat dong nhom dé nâng cao kỹ năng viết đoạn văn tiếng Anh cho sinh viên năm thir hai truéng Cao dang Y tế Thai Neuyén M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHONOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAT, UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF GRADUATE STUDIES [See 1£1222442e. VŨ TIỊ HÒA TMPROYTNG ENGLISII PARAGRAPIIL- WRITING PERFORMANCE BY TIE SECOND- YEAR STUDENTS AT THAI NGUYEN MEDICAL COLLEGE THROUGH COLLABORATIVE WRITING ACTIVITIES Nghién ciru vige sir dung cic hoat dong nhom dé nâng cao kỹ năng viết đoạn văn tiếng Anh cho sinh viên năm thứ bai trường Cao đẳng Y tế Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: PROF. NGUYEN HOA Hanoi, 2014 DECLARATION I certify that this thesis is the result of my own research and that this thesis has not been submitted for a degree to any other university or institution wholly or partially, Signature Vu Thi Hoa ABSTRACT The study has been conducted for the purpose of enhancing the offeetivencss through the application of collaborative writing activities to amprove the second- year students at TMC in writing skills.
Participants are 40 second- year- students ftom the Department of Midwifery and Nursing at TMC divided into two groups: cxpcrimental group and control group, The experimental group is taught in collaborative lsarning for eight weeks. The control group is taught in the traditional method of the teacher- centered approach. Findings from pre- and posl tests, pre ard-post- questionnaires reveals that: i) Collaborative writing activities have improved students’ proficiency in writing skills; ii) the method has positive effects on student's attitudes and opinions toward writing, iii) the study provides more information concerning the impler ation of collaborative writing It is hope that the thesis will make same contribution to the improvement of learning and isaching writing skill based on collaborative activities. These activities help students feel confident lo wrile paragraph writings, Morcover, they have more opporlunilics, are mors comfortable and more interested in collaborative activities.
vi TABLE OF CONTENTS Acknowledgements Abstract iii Table of contents - - - - -. List of abbreviations. _ List of tables und figures. vii PART A: INTRODUCTION 1, Rationale of the study.
Aims of the sludy 1 3. Methods of the study 2 6. Design of the study. 2 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.
Theoretical Backgrounds of paragraph wriling performance. What is paragraph writing performance - eee ce 1. Approaches to teaching paragraph waiting skills in foreign language. Theoretical backgrounds of Collaboralive writing activities 7 1.
Deñnition of Collaborative Wnting - - - 7 1. Roles of collaborative activiias In wIifing,. ACKNOWLEDGEMENTS T would like to express my gralilude to all those who have given ime greal assistance, encouragement and support in the completion of my research work First and foromoal, I would like to oxpross my profound gratitude and appreciation to my supervisor, Prof. Nguyen Hoa for his invaluable and insightful comments, his deliberate guidance and wholehearted supervision during the study, My thanks are also offered to all my respected Ieclurers in the Faculty of Post Gradualz Studies, ULIS, VNU, Hanoi for their informative, valuable lectures and suggestions that have enlightened my research path of the study.
I am also grateful to all my colleagues and students at TMC for their enthusiastic participants in my research Last but not least, I would like to show my big gratitude to my family, my relatives, especially my husband who encourage and help me to cary out the study. Correlation between questionnaire and test scores. Limitations of the sludy 34 4. Suggeshons for fiurther stuđy.
ác nnhnneerrrrarrerrarrersao36 REFERENCES: 37 APPENDICES Apppendix1. ccc weal Appendix 2. Appendix 5 VI Appendix 6 vn Appendix 7 - - -. "‹ Appendix 9 XI Appendix 10 - - - .XWI vi TABLE OF CONTENTS Acknowledgements Abstract iii Table of contents - - - - -.
List of abbreviations. _ List of tables und figures. vii PART A: INTRODUCTION 1, Rationale of the study. Aims of the sludy 1 3.
Methods of the study 2 6. Design of the study. 2 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Theoretical Backgrounds of paragraph wriling performance.
What is paragraph writing performance - eee ce 1. Approaches to teaching paragraph waiting skills in foreign language. Theoretical backgrounds of Collaboralive writing activities 7 1. Deñnition of Collaborative Wnting - - - 7 1.
Roles of collaborative activiias In wIifing,. vi TABLE OF CONTENTS Acknowledgements Abstract iii Table of contents - - - - -. List of abbreviations. _ List of tables und figures.
vii PART A: INTRODUCTION 1, Rationale of the study. Aims of the sludy 1 3. Methods of the study 2 6. Design of the study.
2 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Theoretical Backgrounds of paragraph wriling performance. What is paragraph writing performance - eee ce 1. Approaches to teaching paragraph waiting skills in foreign language.
Theoretical backgrounds of Collaboralive writing activities 7 1. Deñnition of Collaborative Wnting - - - 7 1. Roles of collaborative activiias In wIifing,. Correlation between questionnaire and test scores.
Limitations of the sludy 34 4. Suggeshons for fiurther stuđy. ác nnhnneerrrrarrerrarrersao36 REFERENCES: 37 APPENDICES Apppendix1. ccc weal Appendix 2.
Appendix 5 VI Appendix 6 vn Appendix 7 - - -. "‹ Appendix 9 XI Appendix 10 - - - .XWI iv LIST OF ABBREVIATIONS CWA: Collaborative Writing Activilics ‘TMC: Thai Nguyen Medical College CL: Collaborative Leaming LIST OF TABLES AND FIGURES Table 1: Checklists of writing tasks im Lifelines- Elementary ‘Table 2: Students’ view on writing lesson before and after the experiment Table 3: The ditticulties of’ students on writing lesson before and after the experiment Table 4: Students’ opinions about the way they like to do writing in class Table 5: Students’ opinions of writing in English ‘Table 6: Students’ opinions on collaborative writing activities Figure 1: Stages of the process approach to writing Figure 2: Pre: lest-results of both groups Higure 3: Post- test results of both groups Figure 4: Pre and post lest results of the experimental group vi TABLE OF CONTENTS Acknowledgements Abstract iii Table of contents - - - - -. List of abbreviations. _ List of tables und figures.
vii PART A: INTRODUCTION 1, Rationale of the study. Aims of the sludy 1 3. Methods of the study 2 6. Design of the study.
2 PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Theoretical Backgrounds of paragraph wriling performance. What is paragraph writing performance - eee ce 1. Approaches to teaching paragraph waiting skills in foreign language.
Theoretical backgrounds of Collaboralive writing activities 7 1. Deñnition of Collaborative Wnting - - - 7 1. Roles of collaborative activiias In wIifing,. LIST OF TABLES AND FIGURES Table 1: Checklists of writing tasks im Lifelines- Elementary ‘Table 2: Students’ view on writing lesson before and after the experiment Table 3: The ditticulties of’ students on writing lesson before and after the experiment Table 4: Students’ opinions about the way they like to do writing in class Table 5: Students’ opinions of writing in English ‘Table 6: Students’ opinions on collaborative writing activities Figure 1: Stages of the process approach to writing Figure 2: Pre: lest-results of both groups Higure 3: Post- test results of both groups Figure 4: Pre and post lest results of the experimental group ABSTRACT The study has been conducted for the purpose of enhancing the offeetivencss through the application of collaborative writing activities to amprove the second- year students at TMC in writing skills.
Participants are 40 second- year- students ftom the Department of Midwifery and Nursing at TMC divided into two groups: cxpcrimental group and control group, The experimental group is taught in collaborative lsarning for eight weeks. The control group is taught in the traditional method of the teacher- centered approach. Findings from pre- and posl tests, pre ard-post- questionnaires reveals that: i) Collaborative writing activities have improved students’ proficiency in writing skills; ii) the method has positive effects on student's attitudes and opinions toward writing, iii) the study provides more information concerning the impler ation of collaborative writing It is hope that the thesis will make same contribution to the improvement of learning and isaching writing skill based on collaborative activities. These activities help students feel confident lo wrile paragraph writings, Morcover, they have more opporlunilics, are mors comfortable and more interested in collaborative activities.
ACKNOWLEDGEMENTS T would like to express my gralilude to all those who have given ime greal assistance, encouragement and support in the completion of my research work First and foromoal, I would like to oxpross my profound gratitude and appreciation to my supervisor, Prof. Nguyen Hoa for his invaluable and insightful comments, his deliberate guidance and wholehearted supervision during the study, My thanks are also offered to all my respected Ieclurers in the Faculty of Post Gradualz Studies, ULIS, VNU, Hanoi for their informative, valuable lectures and suggestions that have enlightened my research path of the study. I am also grateful to all my colleagues and students at TMC for their enthusiastic participants in my research Last but not least, I would like to show my big gratitude to my family, my relatives, especially my husband who encourage and help me to cary out the study. Hanoi, August 2014 vi 1.
Collaborative writing activities.4, Using collaborative writing in the classrom. Elamculs of collaborative writing, 1. Previous studies of collaborative writing 1. Restatement of Research question.
Setting of the study and Participanls. Solting of the study 2. The experimental program Data collection .1, Data collection instrumenifts. Dala collection procedures 2.
Dala analysis procadures 2.4, Coneluding remarks CHAPTER 3: FINDINGS AND DISCTISSION 3. Findings and discussions 3. From the wniting tests. From the questionnalres.urmmennenenenenesnenen 23 ACKNOWLEDGEMENTS T would like to express my gralilude to all those who have given ime greal assistance, encouragement and support in the completion of my research work First and foromoal, I would like to oxpross my profound gratitude and appreciation to my supervisor, Prof.
Nguyen Hoa for his invaluable and insightful comments, his deliberate guidance and wholehearted supervision during the study, My thanks are also offered to all my respected Ieclurers in the Faculty of Post Gradualz Studies, ULIS, VNU, Hanoi for their informative, valuable lectures and suggestions that have enlightened my research path of the study. I am also grateful to all my colleagues and students at TMC for their enthusiastic participants in my research Last but not least, I would like to show my big gratitude to my family, my relatives, especially my husband who encourage and help me to cary out the study. Hanoi, August 2014 iv LIST OF ABBREVIATIONS CWA: Collaborative Writing Activilics ‘TMC: Thai Nguyen Medical College CL: Collaborative Leaming vi 1. Collaborative writing activities.4, Using collaborative writing in the classrom.
Elamculs of collaborative writing, 1. Previous studies of collaborative writing 1. Restatement of Research question. Setting of the study and Participanls.
Solting of the study 2. The experimental program Data collection .1, Data collection instrumenifts. Dala collection procedures 2. Dala analysis procadures 2.4, Coneluding remarks CHAPTER 3: FINDINGS AND DISCTISSION 3.
Findings and discussions 3. From the wniting tests. From the questionnalres. Correlation between questionnaire and test scores.
Limitations of the sludy 34 4. Suggeshons for fiurther stuđy. ác nnhnneerrrrarrerrarrersao36 REFERENCES: 37 APPENDICES Apppendix1. ccc weal Appendix 2.
Appendix 5 VI Appendix 6 vn Appendix 7 - - -. "‹ Appendix 9 XI Appendix 10 - - - .XWI ABSTRACT The study has been conducted for the purpose of enhancing the offeetivencss through the application of collaborative writing activities to amprove the second- year students at TMC in writing skills.
