Learning EFL Writing in Vietnam : Voices from An Upper-Secondary School’s Students

다국어 초록 (Multilingual Abstract)

Writing in English is difficult for multi-lingual learners, and this is not an exception for Vietnamese students who learnt English as-a-foreign-language (EFL). However, few studies have been conducted on how these learners learnt this skill at their up-secondary schools (U-SS). This study thus plans to explore how 335 Vietnamese students at a U-SS perceived the importance of EFL writing, how they learnt it and what difficulties and expectations/suggestions they had in making the learning of this skill effectively. Employing a 5-point Likert-scale survey, open-ended questions and a focus-group interview, the study found these learners’ awareness of the significance of this skill for their future betterment. Moreover, similar to students in other EFL settings, these students learnt this skill for learning other language skills, and their teachers did not have enough time to teach and provide feedback on their writing. However, their positive attitudes and how to learn this skill were greatly influenced by their teachers and educational conditions. These findings are therefore expected to shed more light on learners’ perspectives in learning EFL writing at the U-SS level so that relevant support can be provided to help the learning of this skill in Vietnam and in similar EFL contexts.

목차 (Table of Contents)

• Abstract
• Introduction
• EFL Writing: Significance and Challenges
• Current Situation of English Language Teaching (ELT) in Vietnam
• Method
• Participants and Context
• Data Collection
• Data Analysis
• Findings
• Students’ Views on the Importance of EFL Writing
• How Students Learnt EFL Writing at School
• Students’ Feelings and Actions When Not Studying EFL writing at G12
• Students’ Difficulties in Learning EFL Writing
• Students’ Expectations/Suggestions for Teachers to teach EFL Writing Effectively
• Discussion
• Conclusion
• Acknowledgements
• The Author
• References
• Appendix

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