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Luận văn tiếng Anh:An investigation into writing strategies of 11th grade students at Huu Lung upper secondary school, Lang Son = Nghiên cứu về chiến lược học viết tiếng Anh của học sinh lớp 11 trường Trung học Phổ thông Hữu Lũng - Lang Sơn. M.A. Thesis

PART A: INTRODUCTION
1. Rationale of the study
The crucial role of writing cannot be denied in the language learning process.
According to Harmer (2007:112), this productive skill is a practical tool to give
learners chances for language utilization they have been studying. Paradoxically,
writing is an extremely difficult skill and poses great challenges for many second or
foreign language learners to truly grasp. Because writing is “not an innate skill or
potential aptitude, but as a developmental capacity” (Grabe and Kaplan, 1996:151),
and a highly complicated process requiring writers to uncover thoughts and ideas,
making them concrete and individual (Matsuda, 2003; Westwood, 2004) or a
process in which an initial idea in writing task needs refining and expanding by
learners (Shaughnessy,1977: 234).
However, in approaching writing tasks such as writing a paragraph, a description, a
narrative or a letter, students at Huu Lung Upper Secondary School (HLUSS),
especially many eleventh graders seem to be more prone to finding solutions to
grammar and vocabulary problems, imitating or copying fixed organizational
patterns passively and unsuitably rather than analyzing or developing ideas. As a
result, they fail to attain writing skills which lead to the burnout and low marks in
writing.
There goes an old Chinese proverb that “Teachers open doors, but you must enter
by yourself”. When applied to the language teaching and learning, this proverb
probably means that teachers should provide their learners with good opportunities
to acquire knowledge and the learners should know how to take the initiative to
apply that knowledge to their own case to be able to be more successful.
Nevertheless, most of the learners little apply and sometimes ignore appropriate
writing strategies when they take guidance from their teachers. As Wenden and
Rubin (1987) found out that some learners were more successful than others since
they used learning strategies more effectively. Furthermore, Oxford (1990:1) claims
that the application of the appropriate learning strategies can lead to improved
proficiency and greater self-confidence. This suggests that arousing learners’
awareness of strategy use in learning can improve the learners’ result.
Writing strategies have been identified by various researchers in both second and
foreign language contexts ( Petric & Czarl 2003; Pham Thu Hien, 2004; Chen ,
2011, Maarof & Murat, 2013) . Yet, there has not been any practical strategy study
conducted to uncover and clarify what strategies HLUSS students actually use in
writing.
For all the reasons above, the researcher would like to investigate the use of writing
strategies of 11th grade students at HLUSS with the hope to reformulate the writing
strategies used by the group, namely “successful writers”, then, apply them to train
“unsuccessful writers” to Giúp improve their writing skill.
2. Aims of the study
Research hopes to find ways to Giúp students learn to write in English better.
Specifically, it aimed to find out what writing strategies are used most frequently by
the eleventh graders at HLUSS in their writing tasks in English and to determine
whether there were any differences in writing strategies used between successful
and unsuccessful students.
3. Research questions
The current study attempts to address the following research questions:
1. What writing strategies are most frequently used by eleventh graders
at Huu Lung Upper Secondary School?
2. Are there any differences in the use of writing strategies between
successful and unsuccessful students?


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