Master minor programme thesis English linguistics: The effects of pre writing activities on the 12th graders’ learning of paragraph writing - An action research project at Yen Lac high school, Vinh Phuc

The study was conducted with two aims. Firstly, the study is expected to find out students‟ attitudes towards pre-writing activities. Added to this, it aims to explore the effects of pre-writing activities on the 12th graders‟ learning of paragraph writing.
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Master minor programme thesis English linguistics: The effects of pre writing activities on the 12th graders’ learning of paragraph writing - An action research project at Yen Lac high school, Vinh Phuc VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* NGUYỄN THỊ NHUNG THE EFFECTS OF PRE-WRITING ACTIVITIES ON THE 12thGRADERS’ LEARNING OF PARAGRAPH WRITING - AN ACTIONRESEARCH PROJECT AT YEN LAC HIGH SCHOOL, VINH PHUC Ảnh hưởng của những hoạt động trước khi viết lên việc học viết đoạnvăn của học sinh lớp 12 - Một nghiên cứu hành động tại trường THPT Yên Lạc, Vĩnh Phúc M.A.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI – 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ************************* NGUYỄN THỊ NHUNG THE EFFECTS OF PRE-WRITING ACTIVITIES ON THE 12thGRADERS’ LEARNING OF PARAGRAPH WRITING - AN ACTIONRESEARCH PROJECT AT YEN LAC HIGH SCHOOL, VINH PHUC Ảnh hưởng của những hoạt động trước khi viết lên việc học viết đoạnvăn của học sinh lớp 12 - Một nghiên cứu hành động tại trường THPT Yên Lạc, Vĩnh Phúc M.A.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Prof. Nguyễn Văn Trào HANOI – 2016 DECLARATION I, Nguyen Thi Nhung, hereby declare that the thesis entitled “The effects ofpre-writing activities on the 12th graders’ learning of paragraph writing - Anaction research project at Yen Lac High School, Vinh Phuc” is the result of myown research for the Degree of Master of Education at University of ForeignLanguage and International Studies, Vietnam National University, Hanoi. I confirmthat this thesis has not been submitted for any other degrees. Hanoi, 2016 Nguyễn Th Nhung i ACKNOWLEDGEMENTS I would like to express my gratitude to all those who have given me greatassistance in the completion of my research work. First and foremost, I would like to express my sincere thanks to mysupervisor, Associate Professor Nguyen Van Trao for his enormous help, preciousadvice, his careful guidance, comments, enthusiasm, and especially sympathythroughout the whole research process. Second, my gratitude goes to all my lecturers and staff of Faculty ofPostgraduate Studies, Hanoi University of Language and International Studies,Vietnam National University, Hanoi. Without their precious lessons with invaluableknowledge of language teaching methodology and research methodology, I wouldnot have enough knowledge and capacity to complete my thesis in time and in aproper manner. Third, my sincere thanks are also extended to all librarians for their helpingme with the reference materials. Specially, I wish to express my special thanks to the students and teachers atYen Lac High School for their full support and cooperation. Last but not least, I would like to send my thankfulness to my familymembers who have encouraged me to overcome difficulties to pay attention to mystudies and finish my thesis. ii ABSTRACT This study aims at examining the effects of pre-writing activities on the 12thgraders‟ learning of paragraph writing. To reach this aim, an action research wasconducted with forty-five 12th grade students at Yen Lac High School in the secondsemester of the year 2015-2016. They were chosen from the same class to take partin pre-writing activities in writing lessons for eight weeks. The data were gatheredthrough qualitative and quantitative data. The qualitative data were obtained fromanalyzing the class observation result and quantitative data were gained by studentspretest, posttest and questionnaires for students. The result of this research indicatedthat there was an improvement in students writing performance. Moreover, fromthe result of questionnaires, it also showed that there was improvement of positiveresponse in teaching-learning process of writing with pre-writing activities. Besides,the result of observation showed that students were interested in the teaching-learning activities during the implementation of pre-writing activities. The findings,suggestion, suitable and effective ways for teachers in applying pre-writingactivities in class to make certain positive changes in their teaching methodology aswell as to help students improve their writing performance. iii TABLE OF CONTENTSDECLARATION ..................................................................................................... iACKNOWLEDGEMENTS ..................................................................................... iiABSTRACT ...........................................................................................................iiiTABLE OF CONTENTS ....................................................................................... ivLIST OF FIGURE, TABLES AND CHARTS ....................................................... viiPART A: INTRODUCTION ................................................................................ 1 1. Rationale for the study............ ...