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When teaching writing skill to non – major English students at Ngô Quyền High School, the author of this research finds that pre – writing stage is very important in teaching writing and has significant effects on the quality of students’ writings. If students do not prepare well enough, they can not write well, they can not even write anything in their notebooks. Students at Ngo Quyen High School meet a lot of difficulties in pre-writing stage. A lot of pre-writing techniques have been employed by the teachers at the school with the hope to improve the students’ writing competence. However, the importance matter is that how the students at the school perceive and response to these activities. The study was conducted to seek the answers for this issue and to give some suggestions for more effective pre-writing activities in writing lessons at Ngô Quyền High School. A survey research was carried out with the participation of 80 11th non-major English students and all the teachers of English at the school (1 male and 3 female). The data was collected through two main instruments: questionnaire and interview.
The results of the study showed that students have positive perceptions and attitudes towards pre-writing activities, they were aware of the importance and the benefits of pre-writing activities to writing process. However, the results also revealed that there were number of problems in conducting and performing these activities from both students and teachers. From these findings, some suggestions were recommended to increase the effectiveness of pre-writing activities to the students at Ngô Quyền High School.
When teaching writing skill to non – major English students at Ngô Quyền High School, the author of this research finds that pre – writing stage is very important in teaching writing and has significant effects on the quality of students’ writings. If students do not prepare well enough, they can not write well, they can not even write anything in their notebooks. Students at Ngo Quyen High School meet a lot of difficulties in pre-writing stage. A lot of pre-writing techniques have been employed by the teachers at the school with the hope to improve the students’ writing competence. However, the importance matter is that how the students at the school perceive and response to these activities. The study was conducted to seek the answers for this issue and to give some suggestions for more effective pre-writing activities in writing lessons at Ngô Quyền High School. A survey research was carried out with the participation of 80 11th non-major English students and all the teachers of English at the school (1 male and 3 female). The data was collected through two main instruments: questionnaire and interview.
The results of the study showed that students have positive perceptions and attitudes towards pre-writing activities, they were aware of the importance and the benefits of pre-writing activities to writing process. However, the results also revealed that there were number of problems in conducting and performing these activities from both students and teachers. From these findings, some suggestions were recommended to increase the effectiveness of pre-writing activities to the students at Ngô Quyền High School.
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