DIFFICULTIES IN STUDYING WRITING OF ENGLISH-MAJORED SOPHOMORES AT A UNIVERSITY IN VIETNAM

Wa Thai Nhu Phuong

Abstract


Writing plays an important role in studying a foreign language, especially English. However, students have faced a lot of difficulties in learning English writing. This study aimed to find out and analyze the students’ difficulties in learning English writing skills. The participants of this research were fifty students who were English majored sophomores at Tay Do University. The instruments used in the present study were two questionnaires and an interview. The results showed that the students had seven difficulties in learning English writing such as difficulties with vocabulary, problems with grammar, problems with prior knowledge, troubles with organizing ideas, problems with allotted time, difficulties with teacher and difficulties with mother tongue. Among these difficulties, “allotted time” caused the most difficulty to the students. Generally, the results of this thesis stated that all of participants had difficulties in learning English writing, especially problem with allotted time.

 

Article visualizations:

Hit counter


Keywords


difficulties in writing, writing skill, learning English writing

Full Text:

PDF

References


Amadieu, F., Van Gog, T., Paas, Tricot, A., and Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19, 376-386. Retrieved from https://www.sciencedirect.com/science/article/abs/pii/S0959475209000152

Applebee, A. N. and Langer, J. A. (2006). The state of writing instruction in America’s schools: what existing data tell us, Center on English Learning & Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Retrieved from https://eric.ed.gov/?id=ED494608

Barker, G. (1999). First year students’ perceptions of writing difficulties in science ‘i didn’t expect it to be so different to school’. Retrieved from https://studylib.net/doc/7660046/first-year-students--perceptions-of-writing-difficulties-...

Butzkamm W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: death of a dogma. Language Learning Journal, 28, 29-39. Retrieved from https://www.researchgate.net/publication/233270411_We_only_learn_language_once_The_role_of_the_mother_tongue_in_FL_classrooms_Death_of_a_dogma

Crystal, D. (2003). English as a global language (Second edition). Cambridge: Cambridge University Press.

Feldmann, D. and Usoff, C. (2001). Improving accounting students' perceptions about the importance of writing. Accounting Educators’ Journal, 2001. Retrieved from http://www.aejournal.com/ojs/index.php/aej/article/download/25/23

Hesse, D. (2010). Writing beyond writing classes. Resources for University of Denver Faculty, University of Denver Writing Program, 2nd Edition. Retrieved from https://www.du.edu/writing/media/documents/making-writing-assignments-in-content-courses.pdf.

Kellogg, R. T. (1987). Effects of knowledge topic on the allocation of processing time and cognitive effort to writing processes. Memory & Cognition 15(3), 256-266. Retrieved from https://link.springer.com/article/10.3758/BF03197724

Khati, A. R. (2011). When and why of mother tongue use in English classrooms. Nepal English Language Teachers’ Association (NELTA), ISSN: 2091-0487. Retrieved from http://www.nepjol.info/index.php/NELTA/article/view/6128/5025

Linnenbrink, E. A. and Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), pp. 313-327. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/02796015.2002.12086158

Mojica, L. A. (2007). An investigation on self-reported writing problems and actual writing deficiencies of EFL learners in the beginners’ level. TESOL Journal 2, pp.24-38. Retrieved from https://tesol-international-journal.com/wp-content/uploads/2013/11/A3V2_TESOL.pdf

Turnquist, A. E., (1991). State guidelines for educational specifications and school facility adequacy. Retrieved from https://www.proquest.com/openview/9e84a51eb13365cf3db24001b54d3042/1?pq-origsite=gscholar&cbl=18750&diss=y

Yakhontova, T. V., (2003). English Academic Writing. Retrieved from https://www.academia.edu/33480295/Yakhontova_t_v_english_academic_writing




DOI: http://dx.doi.org/10.46827/ejes.v8i10.3962

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Wa Thai Nhu Phuong

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).