Applying Process-Based Writing Instruction to Teach IELTS Writing Task 2: An Action Research Project in Vietnam
This study aims to investigate the effects of process-based writing instruction on Vietnamese EFL students' writing in an IELTS preparation course. An action research design was used, and the participants included 12 EFL students attending an IELTS course at a foreign language center in Vietnam...
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| 言語: | eng |
| 出版事項: |
IGI Global
2024
|
| オンライン･アクセス: | https://opac.tvu.edu.vn/pages/opac/wpid-detailbib-id-46765.html |
| タグ: |
タグ追加
タグなし, このレコードへの初めてのタグを付けませんか!
|
| Thư viện lưu trữ: | Trung tâm Học liệu – Phát triển Dạy và Học, Trường Đại học Trà Vinh |
|---|
| 要約: | This study aims to investigate the effects of process-based writing instruction on Vietnamese EFL students' writing in an IELTS preparation course. An action research design was used, and the participants included 12 EFL students attending an IELTS course at a foreign language center in Vietnam. Data was gathered from students' essays, as well as through observations made by the teacher during two cycles. The students' essays were assessed by using the IELTS Writing Task 2 descriptors. Results showed a significant improvement in students' Writing Task 2 performance, particularly argumentative essays when process-based writing instruction was applied. They were able to respond appropriately to the prompt, maintain relevance to their chosen position, and support their main ideas with strong explanations and examples. The student initially negatively responded to the application because they were unfamiliar with the several stages of the application, but they eventually showed their willingness to participate in the activities, especially in Cycle 2. |
|---|