Enhancing learners' writing fluency, syntactic maturity, and writing learning motivation through journal writing practice

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

ENHANCING LEARNERS’ WRITING FLUENCY, SYNTACTIC MATURITY,

AND WRITING LEARNING MOTIVATION

THROUGH JOURNAL WRITING PRACTICE

A thesis submitted in partial fulfillment of the requirements for

the degree of Master of Arts (TESOL)

Submitted by DUONG NGUYEN HOANG PHUONG TRAM

Supervisor: Assoc. Prof. Dr. NGUYEN THANH TUNG

Ho Chi Minh City

August, 2018

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

----------------------------------------------------

DUONG NGUYEN HOANG PHUONG TRAM

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: Assoc. Prof. Dr. NGUYEN THANH TUNG

Ho Chi Minh City, 2018

ENHANCING LEARNERS’ WRITING FLUENCY, SYNTACTIC MATURITY,

AND WRITING LEARNING MOTIVATION

THROUGH JOURNAL WRITING PRACTICE

i

STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “Enhancing learners’ writing fluency, syntactic

maturity, and writing learning motivation through journal writing practice” is my

own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which

I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main

text of the thesis. This thesis has not been submitted for the award of any degree or

diploma in any other tertiary institution.

Ho Chi Minh City, 2018.

Duong Nguyen Hoang Phuong Tram.

ii

ACKNOWLEDGEMENTS

This M.A.-in-TESOL thesis is the result of a fruitful collaboration of all the people

who have kindly supported and contributed with enormous commitment and

enthusiasm in my study. Without their respectful help during the research time and

in all possible ways, it would not have been feasible for me to complete my thesis.

First of all, I am deeply indebted to my supervisor, Assoc. Prof. Dr. Nguyen Thanh

Tung, from the Ho Chi Minh City University of Education, whose compassion,

encouragement, enthusiasm, and guidance throughout the research have helped me

in the completion of this thesis. I have truly learned from the excellence of his skills

and wide experience in research; no words are adequate to describe the extent of my

gratitude.

I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh

City for providing me with invaluable sources of intellectual knowledge during my

study here. This knowledge was very useful when I conducted this research.

Furthermore, I am deeply grateful to my lovely students whose participation was

very essential for data collection of this thesis. Without them and their contribution,

the collection for data could not have been implemented.

Last but not least, I would like to express my wholehearted gratitude to my family,

my parents, and my best friend for their unconditional love, encouragement,

spiritual support, and understanding over the time and distance.

iii

ABSTRACT

The tendency of teaching and learning English writing in Vietnam has caused

the lack of vocabulary complexity, richness in ideas, and a variety of free-error

sentence structures in Vietnamese second language (L2) learners’ compositions

when they are required to produce texts for specific topics. Writing in English,

therefore, appears to be a challenge for them. The purpose of the present study is to

investigate to the extent to which the journal writing practice enhances writing

fluency and syntactic maturity of L2 student writers.

With that purpose, the study reviews relevant literature of journal writing

practice with the themes of definition, target, appropriate place and time, way of

journaling, effects, and empirical research to form the core theoretical framework of

the study.

The study was conducted at the Bilingual Education Council to investigate

students’ writing fluency and syntactic maturity. Twelve students at an intermediate

level, 7 females and 5 males aged 13-14, participated in the study as an

experimental group for this study. Data were collected through the two research

instruments of tests and a questionnaire.

The findings of the study indicate that journal writing practice positively

enhanced the twelve students’ writing fluency and syntactic maturity as well as their

writing learning motivation after the 15-week intervention period.

iv

TABLE OF CONTENTS

STATEMENT OF AUTHORSHIP ..................................................................i

ACKNOWLEDGEMENTS .............................................................................ii

ABSTRACT.......................................................................................................iii

TABLE OF CONTENTS. .................................................................................iv

LIST OF CHARTS............................................................................................viii

LIST OF TABLES.............................................................................................ix

CHAPTER 1: INTRODUCTION.....................................................................1

1.1. Background to the study ...........................................................................1

1.2. Problem statement ....................................................................................5

1.3. Research aim and research questions ........................................................5

1.4. Significance of the study...........................................................................6

1.5. Organization of the study..........................................................................6

CHAPTER 2: THE REVIEW OF JOURNAL WRITING PRACTICE ........7

2.1. Definition of journal writing.........................................................................7

2.2. The target of journal writing................................................... .....................9

2.3. The most appropriate place for writing journals.........................................14

2.4. The most appropriate time for writing journals...........................................15

2.5. The way of writing a journal entry...............................................................16

2.6. The effects of journal writing practice ................................................... .....20

2.6.1. Writing ability .....................................................................................20

2.6.1.1. Fluency .................. ........................................................................20

2.6.1.2. Syntactic maturity ................ ..........................................................25

2.6.2. Learning motivation...............................................................................27

2.7. Empirical research ..................................................................................... ..28

v

2.8. Chapter summary.......................................................................................31

CHAPTER 3: METHODOLOGY................................................................... ...32

3.1. Research site..............................................................................................32

3.2. Participants................................................................................................33

3.3. Methodology..............................................................................................34

3.3.1. Overall approach ..................................................................................34

3.3.2. Research method ..................................................................................35

3.3.3. Research instruments............................................................................35

3.3.3.1. Tests. ..............................................................................................35

3.3.3.2. Questionnaire..................................................................................38

3.4. Analytical framework ................................................................................40

3.4.1. Tests........................................................................................................40

3.4.2. Questionnaire......................................................................................... .42

3.5. Issues of validity and reliability .................................................................42

3.5.1. Tests........................................................................................................42

3.5.2. Questionnaire......................................................................................... .43

3.6. Chapter summary..........................................................................................44

CHAPTER 4: DATA ANALYSIS ....................................................................45

4.1. Tests......................................................................................... ....................45

4.1.1. Inter-rater reliability................................................................................45

4.1.2. General analysis of writing abilities......................................................47

4.1.2.1. Pre-test analysis.................................................................................47

4.1.2.2. Post-test analysis............................................................................... 48

4.1.3. Discrete analysis of writing abilities.....................................................51

4.1.3.1. Writing fluency................................................................................ .51

4.1.3.2. Syntactic maturity...........................................................................58

vi

4.2. Questionnaire.................................................................................................. 67

4.2.1. Questionnaire reliability analysis............................................................ 67

4.2.2. Questionnaire themes ............................................................................. 67

4.3. Chapter summary............................................................................................ 74

CHAPTER 5: DISCUSSION OF FINDINGS....................................................75

5.1. Overall findings...........................................................................................75

5.2. Findings on journal writing practice enhancing L2 learners’ writing

abilities ........................................................................................................75

5.2.1. Writing fluency ......................................................................................75

5.2.2. Syntactic maturity ..................................................................................77

5.3. Findings on L2 learners’ opinions and writing learning motivation through

journal writing ............................................................................................78

5.4. Chapter summary.........................................................................................80

CHAPTER 6: CONCLUSION AND RECOMMENDATIONS........................81

6.1. Conclusions .................................................................................................81

6.2. Evaluation of methodology ..........................................................................82

6.2.1. Strengths ................................................................................................82

6.2.2. Weaknesses............................................................................................83

6.3. Recommendations for teachers and students ................................................83

6.3.1. For teachers............................................................................................83

6.3.2. For students............................................................................................84

6.4. Suggestions for further research...................................................................85

6.5. Chapter summary.........................................................................................85

REFERENCES....................................................................................................86

vii

APPENDICES .....................................................................................................96

Appendix A: Criteria for evaluation of writing abilities.........................................96

Appendix B: Pre-test and post-test topics ..............................................................98

Appendix C: Lesson plan...................................................................................... 99

Appendix D: Questionnaire (English version) .....................................................102

Appendix E: Questionnaire (Vietnamese version) ...............................................106

Appendix F: Total score and category assessment in the pre- and post-test..........111

Appendix G: Examples of journal entries showing learning motivation...............113

Appendix H: The number of words in students’ journal entries ...........................118

Appendix I: Category evaluation of students’ writing abilities in journal entries .119

Appendix J: Detailed assessment for writing fluency...........................................122

Appendix K: Total score and category assessment for writing fluency ................124

Appendix L: Syntactic maturity assessment.........................................................126

Appendix M: Total score and category assessment for syntactic maturity............127

Appendix N: Example essays in the 45-minute pre-test .......................................128

Appendix O: Example essays in the 45-minute post-test......................................129

viii

LIST OF CHARTS

Chart 4.1. Category classification of writing abilities in the pre-test .......................... 48

Chart 4.2. Category classification of writing abilities in the post-test......................... 49

Chart 4.3. Category classification of writing fluency in the pre- and post-test............ 52

Chart 4.4. Category classification of syntactic maturity in the pre- and post-test........ 60

ix

LIST OF TABLES

Table 3.1. The learners’ demographic characteristics in the chosen class.............34

Table 3.2. Schedule for main stages of the research.............................................37

Table 3.3. Category classification of students’ writing ability..............................41

Table 4.1. Descriptive statistics for the pre-test....................................................45

Table 4.2. Inter-rater reliability of the pre-test .....................................................45

Table 4.3. Descriptive statistics for the post-test..................................................46

Table 4.4. Inter-rater reliability of the post-test....................................................46

Table 4.5. Total score and category assessment in the pre-test.............................47

Table 4.6. Total score and category assessment in the post-test ...........................49

Table 4.7. Statistics of test results........................................................................50

Table 4.8. Paired samples t-test of the chosen class between the tests..................50

Table 4.9. Total score and category assessment for writing fluency .....................51

Table 4.10. Statistics of writing fluency results ...................................................52

Table 4.11. Paired samples t-test of writing fluency between the tests.................52

Table 4.12. The number for words and scores in the pre- and post-test................53

Table 4.13. Statistics of the number of words results...........................................54

Table 4.14. Paired samples t-test of the number of words between the tests.........54

Table 4.15. The score for content in the pre- and post-test...................................55

Table 4.16. Statistics of content results................................................................55

Table 4.17. Paired samples t-test of the content between the tests........................56

Table 4.18. The score for vocabulary in the pre- and post-test .............................56

Table 4.19. Statistics of vocabulary results..........................................................57

Table 4.20. Paired samples t-test of the vocabulary between the tests..................57

x

Table 4.21. Ratio between T-unit sentences and total sentences...........................58

Table 4.22. Total score and category assessment for syntactic maturity ...............59

Table 4.23. Statistics of syntactic maturity results………………………………. 60

Table 4.24. Paired samples t-test of syntactic maturity between the tests.............60

Table 4.25. The number and score for accurate T-units in the tests......................61

Table 4.26. Statistics of accuracy of T-units results.............................................62

Table 4.27. Paired samples t-test of accuracy of T-units between the tests...........62

Table 4.28. The score for a variety of T-units in the tests.....................................63

Table 4.29. Statistics of a variety of T-units results..............................................63

Table 4.30. Paired samples t-test of a variety of T-units between the tests...........64

Table 4.31. The score for flexibility in using T-units in the tests..........................65

Table 4.32. Statistics of flexibility in using T-units results...................................65

Table 4.33. Paired samples t-test of flexibility in using T-units between

the tests.............................................................................................66

Table 4.34. Reliability analysis of questionnaire..................................................67

Table 4.35. Students’ responses to the meaning of journal writing.......................67

Table 4.36. Students’ responses to the target of journal writing ...........................68

Table 4.37. Students’ responses to the most appropriate place and time for

writing journals.................................................................................69

Table 4.38. Students’ responses to the way of writing a journal entry..................70

Table 4.39. Students’ responses to writing fluency ..............................................71

Table 4.40. Students’ responses to syntactic maturity ..........................................72

Table 4.41. Students’ responses to learning motivation........................................73

1

CHAPTER 1

INTRODUCTION

Writing fluency and syntactic maturity in English tend to be inevitable

challenges for teaching and learning the language in non-native nations all over the

world including Vietnam. This study, which investigates the positive enhancement

of journal writing to the two writing abilities, plays the role as a contribution to the

improvement of the problems. Therefore, in the first chapter, it is practical to

examine the study’s background, problem statement, research aim and questions,

significance, and organization.

1.1. Background to the study

English is a language that has stable connection with the globalization and

internationalization. In fact, according to Phan Le Hai Ngan (2017), English is now

“a globalized phenomenon with a massive growth in the number of English

speakers” (p. 1), including native speakers and non-native speakers, and “widely

acknowledged as an international language with official status in at least 80

countries around the world” (p. 1). In addition, Vietnam is not an exception in this

globalized phenomenon of English.

With the economic reform known as “Doi Moi” (Renovation) in 1986 in

Vietnam, English began gaining its dominant place as a foreign language in various

fields, such as politics, economy, culture and society, and even education.

Moreover, at present time, Vietnam is on the way of development in economy,

implementing the open door policy with other countries around the world, one of

the members of the ASEAN, the Asia-Pacific Economic Cooperation (APEC) and

the World Trade Organization (WTO), and suffering the impact of globalization.

Therefore, English plays a role as a main means of communication in the context of

international interaction. The important role of English in communication is also

focused on education. As a result, today English, a dominant foreign language, is

2

preferred in language teaching and learning programs (Phan Le Hai Ngan, 2017)

and “taught in schools, universities and evening foreign language centers across the

country” (Hoang Van Van, 2010, p. 10).

Writing, especially in an education environment, is an essential skill for any

second language (L2) learners in English language learning (Nguyen Ho Hoang

Thuy, 2009; Nguyen Thanh Huy, 2015; Trinh Quoc Lap & Nguyen Thanh Truc,

2014). There are some reasons leading to this statement. First and foremost, writing

naturally becomes “one of the indispensable things in studying English. It is one of

the language skills students have to learn in their learning process” (Nguyen Thanh

Huy, 2015, p. 66). Secondly, apart from speaking, writing also serves as an

important means of communication in the context of the prevalance of using

English today (Nguyen Ho Hoang Thuy, 2009; Nguyen Thanh Huy, 2015) as stated

in Nguyen Thanh Huy’s (2015) study in which writing is defined as “one of the

ways to transmit thoughts or ideas to the other people” (p. 56). Next, writing

augments “the ability of using language” by improving the “ability of using

vocabulary and grammar” of L2 learners (Nguyen Thanh Huy, 2015, p. 53). Finally,

writing beneficially supports the productive development of other skills in learning

English as well as great achievements in a tertiary level and successful career of L2

learners (Nguyen Thanh Huy, 2015; Trinh Quoc Lap & Nguyen Thanh Truc, 2014).

Therefore, L2 learners have to spend more time developing their writing skill in

English (Nguyen Ho Hoang Thuy, 2009; Nguyen Thanh Huy, 2015).

However, writing is believed to be the most difficult skill for L2 learners to

master compared to speaking as a means of communication (Farooq, Uzair-Ul￾Hassan, & Wahid, 2012; Hourani, 2008; Leki, Cumming, & Silva, 2010). The

reasons for this opinion are because firstly, according to Farooq, Uzair-Ul-Hassan,

and Wahid (2012), writing “involves a number of complex rhetorical and linguistic

capabilities. It also requires the writer’s full attention and concentration” (p. 184).

Secondly, L2 learners at a beginning stage are prone to have difficulty searching the

right words to express their opinions as well as getting used to grammatical rules.