Full Name Class Tel Email Title Proposed
supervisor*
1. Lê Kim FL1-05 0346663478 khanh.lk204102@sis.hust.edu.vn TA1.05 K65 None
K65 students’ difficulties
Khánh
in English
Academic Writing
FL1-05 diep.ltb54@gmail.com in the Writing III
2. Lê Thị Bích
K65 0867963542 module.
Diệp
3. Ngọ Thị FL1-05 0868649580 ngothithuylinh0102@gmail.com
K65
Thùy Linh
FL1-01 trinhquyen0303@gmail.com
4. Trịnh Thị 0395442955
K65
Quyên
HANOI UNIVERSITY OF SCIENCE AND TECHNOLOGY
SCHOOL OF FOREIGN LANGUAGE
PROPOSAL FOR TA1.05 K65 STUDENTS’ DIFFICULTIES IN
ENGLISH ACADEMIC WRITING IN THE WRITING III MODULE
Name of the researchers: Lê Kim Khánh - 20204102
Lê Thị Bích Diệp - 20204073
Ngọ Thị Thùy Linh - 20204107
Trịnh Thị Quyên - 20204150
Hà Nội, tháng 12/2020
2
PROPOSAL FOR TA1.05 K65 STUDENTS’ DIFFICULTIES IN
ENGLISH ACADEMIC WRITING IN THE WRITING III MODULE.
I. Introduction:
Writing can be really tough, especially for students learning English as a
Foreign Language (EFL) or English as a Second Language (ESL).
Compared to listening, speaking, and reading, writing in English can be
even harder. In college or university, EFL or ESL students need to do well
in both written and spoken English. Many students get worried about
writing, especially in English. Unlike speaking, writing requires a lot of
preparation and thinking, which can make students feel frustrated and
nervous. One of the biggest problems students face when writing is
figuring out what to write about and how to write it.
In an EFL context, Bacha (2012) conducted a study that discovered
teachers' concerns about the poor quality of students' academic writing.
Specifically, students from non-Anglicized linguistic and cultural
backgrounds, such as Asians, are believed to struggle more with academic
writing (Al Fadda, 2012, p. 123). Casanave and Hubbard (1992) also
highlight this difficulty faced by Asians in academic writing.
Students majoring in English for Science and Technology (FL1) at Hanoi
University of Science and Technology, a renowned university in Vietnam,
encounter a similar challenge in their Academic Writing III course. This
particular course poses as one of the most difficult for students, as it serves
as preparation for writing their thesis proposal. Prior to taking this course,
students are required to successfully complete Academic Writing I and
Academic Writing II. Academic Writing III is considered the highest level
of writing courses for FL1 students. According to Al-Badi (2015),
academic writing holds significance not only in achieving proficiency in
the English language but also in attaining success in studying other
subjects that utilize English as the primary medium of instruction.
In the Academic Writing III lesson at the FL1-05 class, the students
experience anxiety and concern regarding their writing abilities due to
several challenges they encounter in the writing. These challenges
encompass proficiency level, lack of motivation, inadequate knowledge,
and more. Evidence of these difficulties can be observed in FL1-05
3
students' performance within the Academic Writing III course, as they
struggle with organizing ideas, dealing with arguments, paraphrasing,
synthesizing information, summarizing, and facing grammatical issues.
Given the problems and challenges, this research was undertaken to
identify and analyze the potential factors that contribute to the difficulties
faced by FL1-05 students in the Academic Writing III class. The goal of
this study is to assist FL1 students, as well as those pursuing English
majors at university, in gaining a deeper comprehension of these factors
and discovering effective strategies to overcome challenges. Additionally,
the findings of this research can offer valuable insights to teachers and
instructors, enabling them to create a more conducive learning environment
tailored to the needs of the students.
II. Objectives
The objectives of this study are
• To explore the difficulties that SOFL third-year students encounter
when they write in Academic English.
• To shed light on the factors that may cause such difficulties.
• To propose ways to help them improve their skills of academic
writing.
III. Literature review / Information needs and research question
1. Writing English as a foreign language (EFL)
According to Graham and Perin (2007, p. 445), writing is a versatile
tool that writers can utilize to achieve various objectives in life.
However, writing, particularly in English, is considered the most
challenging skill for EFL learners to master. This is due to the
requirement of possessing a certain level of knowledge about the target
language, including rhetorical structures and appropriate language
usage, to effectively communicate with readers (Matsuda, 2019).
Harmer (2007) suggests that teaching this skill is crucial as students can
acquire language and reinforce their learning through visual
demonstrations of language construction. Learning to write in a foreign
language is a complex problem-solving process that encompasses a
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range of skills, from composing individual letters to constructing full
essays, as well as the ability to make claims and provide supporting
details (Kirkland and Saunders, 1991; Bruning and Horn, 2010; Howell
et al., ). Students need to develop skills such as generating, organizing,
and refining ideas, which are nurtured through engaging in complex
activities like brainstorming, discussing, outlining, drafting, monitoring,
and revising (Raimes, 1992; Hyland, 2003a).
2. Academic writing
In language learning contexts, students are taught the significance of
writing as a means of communication in various situations. According
to Gillett et al. (2009), the purpose of writing depends on the
circumstances, relationships, and events. Different types of writing,
such as emails, requests, or invitations, can be categorized as informal
or formal. Academic writing encompasses all formal writing used in
educational settings, including schools and universities. It involves the
formal expression of thoughts and ideas for educational purposes,
considering essential aspects such as content, format, sentence structure,
and vocabulary. It differs from academic writing in one's native
language. Yakhontova (2003) points out that academic writing varies in
its organization and discussions, influenced by language and culture.
However, no language or culture's writing style is considered superior
or inferior to another. Thus, academic writing is a social behavior
performed with a specific purpose and is intended for an audience
(readership) to evaluate the academic piece. It distinguishes itself from
other forms of writing by representing a formal style within an
educational community, taking into account the intended readers, tone
(seriousness or expression), and purpose (Oshima & Hogue, 2006).
3. ESL academic writing
3.1. The Purpose of teaching ESL academic writing
Academic writing in a foreign language differs from writing in one's
native tongue. Yakhontova (2003) indicates that academic writing
exhibits variations in organization and discussions, which are
influenced by language and culture. However, no particular language or
culture's writing style is considered superior or inferior to another.
Therefore, academic writing represents a social behavior performed
with a specific purpose and intended for an audience (readership) to
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evaluate the academic piece. It sets itself apart from other forms of
writing by presenting a formal style within an educational community,
taking into account the intended readers, tone (seriousness or
expression), and purpose (Oshima & Hogue, 2006).
The purpose of teaching academic writing is to facilitate the acquisition
of a foreign or second language. Students worldwide, across educational
contexts, are assigned various genres of academic writing tasks (essays,
reports, research papers, dissertations, etc.) to achieve specific goals
within an academic framework. According to Richards and Miller
(2005), teachers in educational settings typically explain the
fundamental concepts of academic writing to their students because it is
crucial for students to understand how to write academically following
established standards.
Academic writing serves as a means of communication for both
students and teachers to express and elucidate their ideas and beliefs
through specific academic writing assignments. Academic writing, for
undergraduate students, whether native or non-native speakers, serves
several purposes. Bailey (2011) states that common motives behind
academic writing include presenting research findings, responding to
and addressing questions related to a specific issue, and discussing and
synthesizing a topic (incorporating the writer's original ideas) while
substantiating their validity through reference to other relevant sources.
Whitaker (2009) concludes that the objective of academic writing is not
to display one's complete knowledge about a topic but rather to
demonstrate an understanding and ability to think critically about it.
Additionally, through academic writing assignments, students enhance
their research skills, evaluate references, exercise control over their
arguments, engage in debates, and gain numerous other advantages.
Moreover, academic writing holds great importance within educational
communities, aiding not only students in accomplishing their objectives
but also helping teachers evaluate students' proficiency, communication
skills, and preparation for future teaching roles, while expanding
students' capacities and fostering critical thinking skills that extend
beyond the classroom (Coffin et al., 2003)."
3.2. Difficulties confronted by EFL students when producing
academic writing
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EFL students often encounter various challenges when it comes to
producing academic writing. And the difficulties studied by many
different authors are shown in Table 1
Table 1: Difficulties confronted by EFL students when producing
academic writing
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Table 1: Difficulties confronted by EFL students when producing academic writing
No Difficulties Dudu & Al Abdel Al- Al Raza Al- Aldabb-
Subanda, Fadda, karim, Khairy, Mursh 2015 Mub us 2017
2012 2012 2013 2013 -idi, -arak
2014 2017
1 Problems
with
spelling
2 Problems
with lack of
mechanics
of writing
3 Problems
with
incorrect
punctuation
4 Problems
with failure
to cite
sources and
redundancy
5 Problems
with
expressing
ideas
6 Problems
with a lack
of
organization
in paragraph
7 Problems
with
sentence
structure
8 Problems
with
differentiati
ng between
compounds
and
modifiers
8
3.3. Factors of difficulties
Academic writing is challenging for many individuals due to several
factors. Here are some common factors why people may experience
difficulties with academic writing.
Firstly, according to Chou (2011), students might come from different
cultural backgrounds, and they may have different rhetorical styles,
ways of organizing information, or expectations about argumentation.
They also have not been trained to be critical thinkers, and they might
have lower expectations than those of their teachers as they consider
themselves second-language learners (Al-Murshidi, 2014).
Secondly, low language proficiency might also obstruct academic
writing. Ghabool, Edwina, and Kashef (2012) state that this problem
could be the basic source of the challenges students may have in their
writing. For instance, novice writers find it very challenging to establish
an effective discussion in the target language.
Other causes that could lead to difficulty in academic writing are L1
interference (different writing direction, no capitalization, different
sentence structure, different adjective order, different spelling system,
and different use of articles), and inadequacy of ideas (Chou, 2011).
Students may struggle with structuring their essays, presenting a
coherent flow of ideas, and ensuring logical transitions between
paragraphs and sections. Al-Khairy (2013) claimed that the lack of
clarity in the instructions provided by the instructors was one of the
reasons for the low level of academic writing among students.
Inappropriate feedback provided by instructors was found to be another
important reason behind the challenges faced by university students in
academic writing.
4. Writing III module
4.1 The content of Academic Writing III module
SOFL students, in particular, must complete the Academic Writing III
curriculum. This is a vital module that serves as the foundation and
basic information for academic writing. Throughout the 18-week
course, the content will be interwoven with exercises to improve
students' access.
During the training procedure, students will acquire knowledge in a
systematic progression from basic to advanced. Obviously, the lecturers
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will introduce the course, as well as the prerequisite information for
writing, in the first lesson. Following that, students will learn about
related types of longer essay, such as Cause - Effect Essay and
Argumentative Essay. In order for the essay to be in-depth, logical,
clear, and highly compelling, in the coming weeks, it should be
discovered suitable sources, comprehend the topic, summarize the key
points and note-making. However, plagiarism is an academic taboo, and
this is a vital lesson that the lecturers will teach thoroughly. The
remainder of the course involves practice, learning how to organize
writing, and is evaluated by the final paper.
4.2. Course requirements
Practice makes perfect, each homework and assignment serves a
specific purpose. According to the module description, students will
practice after each week of study to better remember and apply the
acquired knowledge. Additionally, the teacher's peer check or peer
editing will assist pupils in identifying and correcting errors. As
previously stated, a final essay will be used to assess the course at the
end. But first, students must remember the crucial milestones to choose
the topic, submit the first outline draft, practice writing the introduction
to acquiring the teacher's feedback, and provide relevant information for
the official versions. This may be the first formal, well-taught academic
paper for many SOFL students.
4.3. Objectives
SOFL students are required to conduct academic writing even more
after completing the course. Although academic writing is a difficult
skill to educate because "it is not a simple cognitive activity; rather it is
believed to be a complex mental production which requires careful
thought, discipline and concentration" (Grami, 2010, p. 9), the
perspective after the end of the course guideline has pointed out 5 basic
goals that students can achieve, including searching for and precise
information from various sources, identify citations and references
according to international standards ( APA referencing system), look at
the problem comprehensively to propose appropriate solutions, write
advanced essays and finally have independent study and time
management skills. Vietnamese graduates lack practical skills as well as
soft skills including writing, foreign languages, communication, time
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management,... (Nguyen, 2011; Truong et al., 2018). This course will
assist SOFL students in overcoming the limitations that many
Vietnamese graduates face.
5. Previous studies
There have been several prior studies on the topic of English academic
writing difficulties; nonetheless, in this research, our group used four
studies as our foundation and basis for carrying out the study. These
authors' shared objective was to identify the difficulties of college
students or university students in English academic writing and
discovered the factors of these difficulties.
First of all, Abdulkareem (1970) researched the topic "An investigation
Study of Academic Writing Problems Faced by Arab Postgraduate
Students at Universiti Teknologi Malaysia (UTM)." The participants in
his study were Arab Postgraduate Students at the University of
Teknologi Malaysia. He conducted his research using a predetermined
set of questionnaires and writing assignments. The questionnaires were
used to collect students’ information about personal information and
their opinions on the reasons for academic writing issues. The writing
assignment served as a means of identifying the typical errors that
students may make when writing academically. After completing his
research, he concluded that Universiti Teknologi Malaysia students
frequently committed errors in academic writing related to sentence
construction, terminology, and conveying ideas. The results also
provided the causes of these mistakes.
Secondly, Fadda (1970) was the author of the study "Difficulties in
Academic Writing: From the Perspective of King Saud University
Postgraduate Students". The participants were 50 postgraduate students
at King Saud University. The researcher employed a questionnaire as
his instrument. The results of the research showed that English as a
second language students have many difficulties in distinguishing
between spoken and written English, creating an outline before writing
a draft, and recognizing the skills necessary for effective writing when
they do academic English writing tasks. In addition, the researcher also
indicated several effective methods to improve English and academic
writing.
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Thirdly, Barker (1999)'s study topic was "First Year Students'
Perceptions of Writing Difficulties in Science 'I Didn't Expect it to be so
different to School." Participants in Barker's study were first-year
Victoria University undergraduates from Australia. This study viewed
the students' perceptions of difficulties with writing tasks during the
first semester. Two questionnaires and two interviews with both
students and the professor served as the instruments. After finishing
research, Barker discovered that first-year Victoria University students
had trouble writing because of the generic structure and deep subject
knowledge required. Other difficulties were related to studying
document sources and differences in expectations between students and
lecturers.
Finally, Mojica (2007) studied "An Investigation on Self-Reported
Writing Problems and Actual Writing Deficiencies of EFL Learners at
the Beginners' Level." Participants in her study were beginner-level
language learners from De La Salle University's Center for Language
Learning in the Philippines. She used a three-part questionnaire as her
research instrument to conduct the study. The findings indicated the
causes of difficulties in English writing were due to lack of practice,
desire, and errors in English grammar and vocabulary.
The four studies we have listed above are related to English academic
writing, they all have the same goal of finding mistakes, difficulties in
English academic writing, and the causes, however, these studies were
conducted with different participants and instruments and gave different
results. We used these four studies as the foundation to carry out our
research. Through the many studies we have read, no research has been
done on TA.05 K65 students of the School of Foreign Language at the
Hanoi University of Science and Technology. Therefore, our study will
fill in this gap.
6. Research questions
What are the main academic writing difficulties that SOFL third-
year students encounter when they write in Academic English?
What are the main factors that may cause those difficulties?
What are the ways to help them improve their skills of academic
writing?
IV. Research method
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The primary research method of this study is literature review and
questionnaire survey. Collect and analyze information through the
approach is conducting a survey. First of all, this study will conduct a
quantitative survey to consider the views and attitudes of TA1.05
SOLF students on academic writing and difficulties encountered. The
survey includes open-ended, closed-ended, and rating scaled questions
to collect qualitative and quantitative answers.Based on these objects,
a qualitative analysis is made to learn more about specific challenges
in academic writing. The interviews will be recorded and analyzed
using analysis topics to identify themes and samples. The combination
of quantitative survey data and qualitative interview results will lead to
a comprehensive understanding of the difficulties that students
encounter in English academic writing. Finally, once the difficulties
and obstacles are determined, reasonable and effective strategies will
be set out to overcome these challenges. This will enable SOFL
students and lecturers to have effective measures for improving the
quality of student work. Research is being conducted and June 2023.
V. Schedule of work
1. Planning and research design
Week 1-2: Determine the research objectives and explore the topic.
Week 3-4: Searching for sources related to the topic to build a solid
foundation of knowledge about the subject under study, in addition
to providing a basis for the work based on reputable scientific
documents
Weeks 5-10: Identify the research object, research scope, research
purpose, research content, and research method.
2. Hypothesis formulation and data collection:
Week 11: Design questionnaires/surveys to gather students' opinions
on difficulties in English Academic Writing in the Writing III
module.
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Week 12-13: Conduct data collection from students through surveys
or interviews.
3. Data processing/analysis and Research findings validation:
Week 13-14:
Process the collected data, evaluate, and analyze the results. Utilize
statistical methods and data analysis tools to gain a better
understanding of the challenges faced by students.
Evaluate the research findings, compare them with relevant studies,
and explain the significance of the results. Analyze the causes of
difficulties in English Academic Writing.
4. Report writing and presentation:
Week 15: Write a clear and comprehensive scientific report
following the established outline, ensuring logical and detailed
coverage of the research purpose, methodology, findings, and
recommendations.
5. Review and refinement:
Week 16: Review the entire research, check for errors, and make
necessary revisions. Ensure the accuracy and coherence of the
results and analysis.
Week 17: Submit the scientific research report.
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Developing Undergraduate EFL Students' Academic Writing
Techniques and Strategies in Writing a Dissertation.
https://www.researchgate.net/publication/358913898_The_Role_of_De
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https://unistars.org/past_papers/papers/BarkerPaper.doc
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