VIETNAM NATIONAL UNIVERSITY, LIANOL UNLVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI HOA STUDENTS' PERCEPTIONS OF TEACHERS’ INTRUCTIONAL STRATEGIES — A CASE OF TOEFL ESSAY WRITING PREPARATION COURSE (SỰ NHẬN THỨC CỦA SINH VIỄN VỚI PHƯƠNG PHÁP IL.UYỆN THỊ CỦA. GIÁO VIÊN - NGHIÊN CỨU DẠY VTIÉT LUẬN LUYỆN THỊ TOFET,) M.A MINOR THESIS Field: English Teaching Methudology Code: 60.10 TIANOIT— 2012 TABLE OF CONTENTS Acknowledgement Abstract List of tables, figures and appendices CHAPTER ONE: INTRODUCTION 1. State of the problem. Aims of the study.
Scope of the study. Mcthod of the study se 1.7 Design of the sEuổy. tin enocceee CHAPTER TWO: LITERATURE REVIEW 2. An overview of writing .1, Academic writing and essay writing.
Place of writing in TOEFT. Major instructional strategy approaches to teaching writing .1, The product approach. The process approach. Challenges of teaching and learning TOEFL essay writing.
CHAPTER THREE: THE STUDY 3. The context of the study 3. Data collection pracedures 3.4, Data collection and data analy: CHAPTER FOUR: CONCLUSIONS 41, Summary of the major findings and discussion. Recommendations and suggestions.
Limitations of the study. Suggestions for further studies. APPENDICE: Among four skills (listening, speaking, reading, and writing), there is no doubt that writing provides students chances to express themselves correctly and communicatively. To the best of my knowledge, when Equest teachers at my leaching place, Equest, an English veuler in Ha noi are always inlerested in teaching writing, especially writing essay and strive to find the best way to help students achieve the highest score in the TORFT.
test, their sludsnis’ performance in writing test is unsatisfactory, and I would like to understand why the situation as it is. That is the reason why I am gaing ta conduct this research 1. State of the problem English has become popular in learning and teaching over the last decades. We have experienced its popularity in many fields of our social life.
It has become the key for us to integrate into the world, the effective communicative tool to foster the tulemauional relations. TL is not deniable that there have been a lot of positive changes in language teaching in Vietnam and partially thanks to the requirements of intermalional measurements of English using skills, TORFTL, teachers have been helping students improve their English with four skills- speaking, reading, listening, and writing. ‘Teachers have also been looking for and trying various methods and techniques in teaching English in order to find out the effective ones to help English leamers become better. In the four skills, writing essay has been considered a difficult and boring subject for both foreign language teachers and students.
It also takes much time and energy to make progress in this skill. Approaches to teaching writmg, have long been classified by many researchers and applied in many classrooms, modified by many teachers of writing. Teaching essay writing is one of these above approaches but to Vietnamese learners, leachers of writing are supposed to three key factors: Motivation, Rhetorical pattcrns and Coherence. It is mainly mentioned that a teaching approach to essay writing for Vietnamese learners focuses on a rhetorical idea development.
in which teachers guide Iearners to be Among four skills (listening, speaking, reading, and writing), there is no doubt that writing provides students chances to express themselves correctly and communicatively. To the best of my knowledge, when Equest teachers at my leaching place, Equest, an English veuler in Ha noi are always inlerested in teaching writing, especially writing essay and strive to find the best way to help students achieve the highest score in the TORFT. test, their sludsnis’ performance in writing test is unsatisfactory, and I would like to understand why the situation as it is. That is the reason why I am gaing ta conduct this research 1.
State of the problem English has become popular in learning and teaching over the last decades. We have experienced its popularity in many fields of our social life. It has become the key for us to integrate into the world, the effective communicative tool to foster the tulemauional relations. TL is not deniable that there have been a lot of positive changes in language teaching in Vietnam and partially thanks to the requirements of intermalional measurements of English using skills, TORFTL, teachers have been helping students improve their English with four skills- speaking, reading, listening, and writing.
‘Teachers have also been looking for and trying various methods and techniques in teaching English in order to find out the effective ones to help English leamers become better. In the four skills, writing essay has been considered a difficult and boring subject for both foreign language teachers and students. It also takes much time and energy to make progress in this skill. Approaches to teaching writmg, have long been classified by many researchers and applied in many classrooms, modified by many teachers of writing.
Teaching essay writing is one of these above approaches but to Vietnamese learners, leachers of writing are supposed to three key factors: Motivation, Rhetorical pattcrns and Coherence. It is mainly mentioned that a teaching approach to essay writing for Vietnamese learners focuses on a rhetorical idea development. in which teachers guide Iearners to be explains the methodology wsed in the study ieluding population information, instrumentation, data collection, data procedures, data analysis and findings. The last chapter summarizes major findings and discussion, implications, limitations and provides recommendations for further study.
OF TABLES AND CHARTS Table 1; Learners by age, gender and job Table 2: Learners’ experience in learning English Table 3: Learners’ use of English Table 4: The frequency of using instructional strategies by teachers in writing dessons Table 5; The students’ perception of the instructional strategies used by teachers in terms of their usefulness Table 6: The teacher’ perceived value of instructional strategies used in terms of their usefiulness Table 7: the students’ satisfaction of teachers’ instructional strategies Chart 1: The frequency of writing TOEEL essay by students independent to expand the supporting ideas and use specific examples to make ideas persuasive. For the above reasons mentioned reasons, the researcher would like to study TOEFL essay such wriling procedure, teacher’s avtivilics in wriling lessons to find out students’ opinions on as well as attitudes towards Jeaming and writing TOEFL ess Therefore, the intention in doing this research the researcher will help teachers and students in TOEFL essay courses in some way find appropriate instructional strategies to write a better essay. Aims of the study This study is aimed to: (1) Examine kinds of instructional strategy approach of the teaching of essay writing in TORFT. test used by teachers of writing at QUEST center (2) Explore common instructional strategies used by teachers at Equest center to develop students’ essay TOEEL writing skill and students’ attitudes towards those activilies 1.Research questions The study was camicd out in order to find out the answers to three research questions Q) Whal are the common instructional strategies do teachers use Lo develop students’ [OKEL essay writing skills? (2) What are the students’ perceptions of the usefulness of those instructional strategics lo their writing proficiency? (3) To what extent do those instructional strategies satisfy the students’ expectations? CHAPTER ONE: INTRODUCTION 1.
Rationale In the process of globalization, English plays an important role in enhancing economy, politics, culture and international relations between many countrics. ‘Therefore, there is a great demand for teaching and learning linglish in the world as well as in Vietnam. In terms of opportunities, nationally, it can be seen that foreign language cducalion policy and aveompanying student atliludes and motivation have become crucial issues in the national development of Vietnam and in the personal advancement of individual Vietnamese over the last twenty years. Social changes have resulted in foreign language changes, and thus, altitude and job changes.
When the need for studying abroad has been increasing, the buming question that all interested people have in mind is what. demanded to mest this need Owned and administered by the Educational Testing Sorvicc (ETS), the Test of English as a Foreign Language (POLL), taken by approximately 600,000 students a year, influcnees access Lo or exclusion From colleges and universities in North America, As a matter of fact, in recent years TOEFL has become one of the most popular high-stakes tests which is necessary for getting permission or scholarship to oversea study. Therefore, it affects nol only what and how English Imguage teachers teach but also what and bow students learn (e. Johnson, Jordan, & Poelmer, 2005, Alderson & Wall, 1993).
Many leamers throughout the world take TOEFL tests annually and experience TWE-Test of Written English included in a TORFT. test Many Vietnamese undergraduate and post-graduated students want to study abroad or work for foreign companies, so they first need TOLFL report that has been lately introduced to Vietnam. TWE is one of the firsk requirements im auy TORFT. test to be claimed the most difficult and the least interesting part.
As a result, writing is always the worst skill that is to claim though it is important to write an essay and is the [rst requirement. to apply for a job or a scholarship LIST OF ABBREVIATIONS 1. ERC: Ringlish First Certificate , EES: English Test Systems. USA: United States of America kw GRE: Graduate Record Examinations.
IELTS: International English Language Test Systems Du SAT- Scholastic Aptitude Test. TOEFL: Test of English as Foreign Language ` 8. TWH: Test of Written English vì LIST OF ABBREVIATIONS 1. ERC: Ringlish First Certificate , EES: English Test Systems.
USA: United States of America kw GRE: Graduate Record Examinations. IELTS: International English Language Test Systems Du SAT- Scholastic Aptitude Test. TOEFL: Test of English as Foreign Language ` 8. TWH: Test of Written English vì OF TABLES AND CHARTS Table 1; Learners by age, gender and job Table 2: Learners’ experience in learning English Table 3: Learners’ use of English Table 4: The frequency of using instructional strategies by teachers in writing dessons Table 5; The students’ perception of the instructional strategies used by teachers in terms of their usefulness Table 6: The teacher’ perceived value of instructional strategies used in terms of their usefiulness Table 7: the students’ satisfaction of teachers’ instructional strategies Chart 1: The frequency of writing TOEEL essay by students explains the methodology wsed in the study ieluding population information, instrumentation, data collection, data procedures, data analysis and findings.
The last chapter summarizes major findings and discussion, implications, limitations and provides recommendations for further study. independent to expand the supporting ideas and use specific examples to make ideas persuasive. For the above reasons mentioned reasons, the researcher would like to study TOEFL essay such wriling procedure, teacher’s avtivilics in wriling lessons to find out students’ opinions on as well as attitudes towards Jeaming and writing TOEFL ess Therefore, the intention in doing this research the researcher will help teachers and students in TOEFL essay courses in some way find appropriate instructional strategies to write a better essay. Aims of the study This study is aimed to: (1) Examine kinds of instructional strategy approach of the teaching of essay writing in TORFT.
test used by teachers of writing at QUEST center (2) Explore common instructional strategies used by teachers at Equest center to develop students’ essay TOEEL writing skill and students’ attitudes towards those activilies 1.Research questions The study was camicd out in order to find out the answers to three research questions Q) Whal are the common instructional strategies do teachers use Lo develop students’ [OKEL essay writing skills? (2) What are the students’ perceptions of the usefulness of those instructional strategics lo their writing proficiency? (3) To what extent do those instructional strategies satisfy the students’ expectations? independent to expand the supporting ideas and use specific examples to make ideas persuasive.
