(Luận án tiến sĩ) linguistics features of online english writings in vietnamese higher education

THE UNIVERSITY OF DANANG

UNIVERSITY OF FOREIGN LANGUAGE STUDIES

PHẠM THỊ THU HƯƠNG

DOCTORAL THESIS

LINGUISTIC FEATURES OF

ONLINE ENGLISH WRITINGS IN

VIETNAMESE HIGHER EDUCATION CONTEXT

Major: ENGLISH LINGUISTICS

Code: 9.22.02.01

SUPERVISOR: ASSOC.PROF. DR.NGUYỄN VĂN LONG

Da Nang, 2023

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STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains no

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 acknowledgments in the

thesis. This thesis has not been submitted to award any degree or diploma in any other

tertiary institution.

Da Nang, January 2023

Phạm Thị Thu Hương

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ABSTRACT

The rapid development of high technology and the Internet has contributed to

English language education for the past few decades. Technology provides learners

unprecedented opportunities to practice English and involve themselves in authentic

language use environments. Since the 1980s, many communication and linguistic

scholars have done interesting research on computer-mediated communication,

which often concerned four aspects: linguistic perspectives, social and ethical

perspectives, cross-cultural perspectives, and CMC and group interaction. In Viet

Nam, before the year 2020, conducting blended-learning English courses on online

English teaching platforms or software was optional and less common in colleges or

universities in Viet Nam than it is today. Hence, there needs to be more research on

linguistic features or the relationship between linguistic items and computer￾mediated discourse/ online English written texts made by EFL students in Viet Nam

and abroad. The study aims to investigate the linguistic features remarkable in online

English writings made by EFL students at some universities in Viet Nam in the last

five years. Besides, it tempts to determine the relationship between these linguistic

features' use and the students' English online writing quality. Therefore, it can

provide English writing instructors with suggestions for teaching and assessing

Vietnamese EFL students' online English writings. To conduct the study, the

researcher applied descriptive and comparative methods and some instrument tools

like the software Antconc, the software Virtual Writing Tutor, and a questionnaire.

Firstly, it found that the fifteen analyzed linguistic features were frequently used in

the EFL students' online English writings. Generally, they appeared more frequently

in the final writing version than in the drafts. Secondly, most were exploited with

correct functions and no grammatical errors, except for the modal verb of

ability/possibility and adverbial conjunctions referring to 'concession'. Thirdly, in

comparing three groups of writings at different English levels, the research revealed

a considerable difference in using the linguistic feature regarding their quantity and

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frequency caused by the different writing genres, the writing topics, and the authors'

English levels. Finally, the research findings showed that lexical diversity, number of

academic words, language accuracy, number of complex sentences, and some

cohesive devices (like subordinating and adverbial conjunctions) had considerable

and positive influences on the quality of students' online English writings.

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CONTENTS

1. CHAPTER ONE – INTRODUCTION ......................................................1

Rationale ..................................................................................................1

Aim...........................................................................................................2

Objectives.................................................................................................2

Research questions...................................................................................3

Scope of the research ...............................................................................3

Definition of terms...................................................................................3

Significance of the study..........................................................................5

Organization of the thesis ........................................................................7

2. CHAPTER TWO – THEORETICAL BACKGROUND AND

LITERATURE REVIEW..........................................................................................10

Theoretical background .........................................................................10

2.1.1. Computer-mediated communication and computer-mediated

discourse analysis...............................................................................................10

2.1.2. Online English writing.....................................................................19

2.1.3. Linguistic features in English second language writings................22

2.1.4. The relationship between linguistic features and English writing

quality.................................................................................................................24

Review of previous related studies........................................................26

2.2.1. Previous studies of computer-mediated communication and

computer-mediated discourse analysis...............................................................26

2.2.2. Previous studies of linguistic features in English writings..............34

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2.2.3. Previous studies of the link between linguistic features and English

writing quality ....................................................................................................37

3. CHAPTER THREE – RESEARCH METHODOLOGY.........................40

Research context ....................................................................................40

3.1.1. Teaching and learning English writing skills at the University of Da

Nang ...................................................................................................................40

3.1.2. Research Design ..............................................................................42

3.1.3. Subject of the Study.........................................................................42

Data Collection and Analysis.................................................................43

3.2.1. Sample collection ............................................................................43

3.2.2. Setting the corpora...........................................................................45

3.2.3. Selecting linguistic features for analysis.........................................48

3.2.4. Data analytical framework...............................................................50

Data collection and analysis instruments...............................................51

3.3.1. Software AntConc ...........................................................................51

3.3.2. Software Virtual Writing Tutor.......................................................52

3.3.3. Questionnaire...................................................................................53

Reliability and Validity..........................................................................54

4. CHAPTER FOUR – RERULTS AND DISCUSSION OF LEXICAL

FEATURES...............................................................................................................56

Interpretive nouns ..................................................................................56

Vague nouns...........................................................................................61

Be as main Verb.....................................................................................65

Public verbs............................................................................................69

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Private verbs...........................................................................................75

Predicative adjectives.............................................................................80

Intensifying adverbs...............................................................................86

5. CHAPTER FIVE – RESULTS AND DISCUSSION OF

GRAMMARTICAL FEATURES.............................................................................95

Modal verbs............................................................................................95

5.1.1. Modal verbs of ability and possibility.............................................95

5.1.2. Modal verbs of obligation and necessity.......................................100

The passive voice .................................................................................105

Adverb clauses of cause.......................................................................110

Cohesive devices..................................................................................114

5.4.1. Coordinating conjunctions.............................................................115

5.4.2. Correlative conjunctions................................................................118

5.4.3. Subordinating conjunctions...........................................................120

5.4.4. Adverbial conjunctions..................................................................126

6. CHAPTER SIX – THE RELATIONSHIP BETWEEN THE LINGUISTIC

FEATURES AND THE STUDENTS’ WRITING QUALITY..............................133

The scores of the students’ online English writings ............................133

Lexical items and the quality of the students’ online English writings

.............................................................................................................................134

6.2.1. Lexical diversity and the students’ online English writing quality

..........................................................................................................................134

6.2.2. The ratio of word types/word tokens and the writings' quality .....136

6.2.3. Lexical density and the students’ online English writing quality .137

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6.2.4. Lexical sophistication and the students’ online English writing

quality...............................................................................................................138

Syntactic complexity and the students’ online English writing quality

.............................................................................................................................141

6.3.1. The length of texts and the students’ online English writing quality

..........................................................................................................................141

6.3.2. Complex sentences and the students’ online English writing quality

..........................................................................................................................143

6.3.3. Cohesive devices and the students’ online English writing quality

..........................................................................................................................145

The English teachers’ perspectives on the linguistic features’ influence

on the students' online English writings ..............................................................147

7. CHAPTER SEVEN – CONCLUSION..................................................149

Summary of the findings......................................................................149

7.1.1. Lexical features used in the students’ online English writings .....150

7.1.2. Grammatical features used in the students’ online English writings

..........................................................................................................................156

7.1.3. The relationship between linguistic features and the students’ online

English writing quality .....................................................................................164

Suggestions for learning and teaching English writing online in Viet Nam

.............................................................................................................................167

7.2.1. Suggestions for English language teachers and learners...............167

7.2.2. Suggestions for Foreign language universities, colleges, or

institutions in Viet Nam ...................................................................................168

Limitation of the study and recommendations for further research.....169

7.3.1. Limitation of the study ..................................................................169

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7.3.2. Recommendations for further research .........................................170

Reference .................................................................................................... 171

APPENDIX 1 ............................................................................................... 179

APPENDIX 2................................................................................................. 203

APPENDIX 3 ................................................................................................ 210

APPENDIX 4................................................................................................. 215

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ACKNOWLEDGMENTS

I would like to express my gratitude to all those who have given me

help with the completion of this Ph.D. thesis.

First and foremost, I would like to express sincere thanks to my

supervisors, Assoc. Prof. Dr. Nguyen Van Long for all his support and

encouragement during my long Ph.D. research period. Without his advice

and constant feedback, this Ph.D. thesis would not have been completed.

Secondly, I owe my sincere gratitude to Assoc. Prof. Dr. Trần Hữu

Phúc, and other academic panelists who advised and helped me during

many discussions and seminars conducted during this Ph.D. thesis. Their

constructive comments have kept my Ph.D. thesis focused on the central

goals of the study.

Thirdly, I would like to thank the lecturers and staff in the Faculty of

English and Department of Academic Affairs at the University of Foreign

Language Studies - University of Da Nang for their expertise and family￾like support during my Ph.D. academic life.

Fourthly, I wholeheartedly thank my who were always very helpful

and provided me with their assistance throughout my Ph.D. research period.

Lastly, I would like to thank all members in my family for their love,

care, and unfailing support me while completing this Ph.D. thesis.

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ABBREVIATIONS

CALL Computer-assisted language learning

CMC Computer-mediated communication

CMD Computer-mediated discourse

CMDA Computer-mediated discourse analysis

DUT Da Nang University of Technology

EFL English foreign language

ELL English language learners

ESL English Second Language

ESP English for Specific Purposes

GE General English

L1 First language

L2 Second language

LAN Local Area Network

LMS Language management system

NNSs Non-Native Speakers

NSs Native Speakers

TEFL Teaching English as a Foreign Language

UD University of Danang

UED University of Education

UFLS University of Foreign Language Studies

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LIST OF THE TABLES

Table 2.1. CMDA data sampling techniques

Table 2.2. Five discourse analysis paradigms commonly invoked in

CMDA research

Table 3.1. The population and samples

Table 3.2. Total Words and Mean Number of Words per Sample in

Corpus 1 and Corpus 2

Table 3.3. Total Words and Mean Number of Words per Sample in the

Sub-corpora of Corpus 1

Table 3.4. Total Words and Mean Number of Words per Sample in the

Sub-corpora of Corpus 2

Table 3.5. Examples of Writing Topics in Sub-Corpora

Table 3.6 Linguistic features to be analyzed for the study

Table 4.1. Frequencies and ranks of Interpretive nouns in Corpus 1 and

Corpus 2

Table 4.2. Frequencies and ranks of vague nouns in Corpus1 and Corpus 2

Table 4.3. Frequencies and ranks of be as main verb in Corpus 1 and

Corpus 2

Table 4.4. Frequencies and ranks of public verbs in Corpus 1 & Corpus 2

Table 4.5. Frequencies and ranks of Private verbs in Corpus 1 & Corpus 2

Table 4.6. Frequency and ranks of Predicate adjectives in Corpus 1 and

Corpus 2

Table 4.7. Frequencies and ranks of Intensifying adverbs in Corpus 1 and

Corpus 2

Table 5.1. Frequency and rank of Modal Verbs of Ability and Possibility

in Corpus 1 and Corpus 2

Table 5.2. Frequency and rank of modal verbs of obligation and necessity

in Corpus 1 and Corpus 2

16

18

44

45

47

47

48

49

57

61

67

69

75

82

86

96

101

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Table 5.3. Frequency and rank of passive structures/patterns in Corpus 1

and Corpus 2

Table 5.4. List of verbs in passive voice with different tenses in both

writing versions

Table 5.5. Frequency and rank of Adverb clause of cause in Corpus 1 and

Corpus 2

Table 5.6. Number of adverb clauses of causes in three Sub-corpora

Table 5.7. Frequency and rank of coordinating conjunctions in Corpus 1

and Corpus 2

Table 5.8. Frequency and rank of correlative conjunctions in Corpus 1 and

Corpus 2

Table 5.9. Frequency and rank of subordinating conjunctions in Corpus 1

and Corpus 2

Table 5.10. Frequency and rank of adverbial conjunctions in Corpus 1 and

Corpus 2

Table 6.1. The word types and the writings’ scores

Table 6.2. The ratio of word types/word tokens and the writings’ scores

Table 6.3. The lexical density of the students’online English writings

Table 6.4. The number of academic words in the students’ online English

writings

105

106

111

113

115

118

121

126

135

136

137

139

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LIST OF THE FIGURES

Figure 3.1. Analytic Framework

Figure 4.1. The use of interpretive nouns in three sub-corpora

Figure 4.2. The use of vague nouns in three sub-corpora

Figure 4.3. The rank of be as the main verb found by tool Word List of

software AntConc

Figure 4.4. The use of be as main verb in three sub-corpora

Figure 4.5. The use of public verbs in three sub-corpora

Figure 4.6. The use of private verbs in three sub-corpora

Figure 4.7. The use of predicative adjectives in three sub-corpora

Figure 4.8. The use of intensifying adverbs in three sub-corpora

Figure 4.9. Number of word types/clusters and Frequency of seven lexical

features in corpus 1 and corpus 2

Figure 5.1. The use of modal verbs of ability and possibility in three sub￾corpora

Figure 5.2. Samples having no modal verbs of ability and possibility

Figure 5.3. The use of modal verbs of obligation and necessity in three

sub-corpora

Figure 5.4. The use of passive structures or patterns in three sub-corpora

Figure 5.5. The use of adverb clauses of cause in three sub-corpora

Figure 5.6. The use of coordinating conjunctions in three sub-corpora

Figure 5.7. The use of correlative conjunctions in three sub-corpora

Figure 5.8. The use of subordinating conjunctions in three sub-corpora

Figure 5.9. The use of adverbial conjunctions in three sub-corpora

Figure 5.10. Number of word types/clusters and Frequency of eight grammatical

features in corpus 1 and corpus 2

Figure 6.1. Scores of the fifty-one students’ online English writings

Figure 6.2. The density of each student's online English writing

50

60

64

66

68

74

79

85

90

93

99

100

104

109

113

117

120

125

130

132

134

138

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Figure 6.3. Number of academic words in each student's online English

writings

Figure 6.4. Number of sentences in fifty-one student's online English

writings

Figure 6.5. The average length of sentence in fifty-one student’s online

English writings

Figure 6.6. Number of complex sentences in fifty-one students’ online

English writings

Figure 6.7. The cohesive device densities of fifty-one students’ online

English writings

Figure 6.8. English teachers’ perspective of linguistic items’ influences on

English writing’s quality

140

142

143

144

146

147

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