ELEVENTH-GRADERS’ PERSPECTIVES TOWARDS THEIR ACTUAL ACQUISITION OF WRITING ENGLISH SKILL. A CASE STUDY AT A PHAM NGU LAO HIGH SCHOOL, HUNG YEN
DOI:
https://doi.org/10.51453/2354-1431/2022/775Keywords:
perspectives, negligence, learner autonomy, pedagogical practices, testing and assessmentAbstract
This study investigated eleventh-graders’ viewpoints on the practice of teaching writing English skill at their school. A quantitative, descriptive method was conducted with the participation of 57 eleventh-graders at a high school in Hung Yen province during the second term of the academic year 2021-2022. The descriptive survey adapted partially Marquette University’s (2008) questionnaire was floated to the participants to examine their perspectives towards General English Writing Skills; Grammar, Punctuation, and Mechanics Skills; and Grammar, Punctuation, and Mechanics Strategies. The results reveal that high school students are not good at writing English paragraphs due to the negligence of the testing and assessment format, which concentrates on multiple-choice tests. Besides, learner autonomy in improving writing skills is demotivated and discouraged to develop English paragraph writing. The finding of this research would help the educational policy-makers adjust English teaching curriculum to give a priority to promote writing skills. Simultaneously, teachers of English should change their pedagogical practices to raise their learners’ awareness of the key role of writing English skill. For English language learners, they could recognize the importance of writing effectively in English. Lastly, future studies might consult the findings of this research for the reference to serve as the resourceful enrichment of their research liability.Downloads
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