HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

ASSIGNMENT ON SCIENTIFIC RESEARCH METHODOLOGY

M.A Thesis Proposal

STRATEGIES TO ENHANCING ENGLISH WRITING SKILLS FOR SECOND-YEAR

STUDENTS AT THE FACULTY OF ENGLISH, HANOI OPEN UNIVERSITY
(CÁC CHIẾN LƯỢC NÂNG CAO KỸ NĂNG VIẾT TIẾNG ANH CHO SINH VIÊN NĂM THỨ HAI KHOA
TIẾNG ANH, TRƯỜNG ĐẠI HỌC MỞ HÀ NỘI)

HOÀNG THÙY LINH

Date of birth: 20/09/2005

Group: 2371A14

Field: English Language

2. TABLE OF CONTENTS
Contents Page number

1. Introduction 1

1.1. Rationale 1

1.2. Aim and objectives 2

1.3. Scope of the study 3

1.4. Research questions 3

1.5. Structure of the study 3

2. Literature Review 3

2.1. Overview of previous studies 3

2.2. Theoretical framework 4

3. Proposed Research Methodology 7

3.1. Research approaches 7

3.2. Population and sample 7

3.3. Research methods (data collection instruments/tools, 7

procedure, data analysis)

4. Proposed Chapter Outline 8

References 9

3. MAIN TEXT

1. Introduction
1.1. Rationale
Improving English writing skills for second-year students is crucial for their academic
success and future career opportunities. At this stage, students are moving from basic writing
tasks to more complex academic assignments, which require clarity, coherence, and a well-

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structured approach. One effective strategy for enhancing writing is to focus on the writing
process itself. Instead of rushing to complete assignments, students should be guided through
key stages such as brainstorming, outlining, drafting, revising, and finalizing. Therefore, they
will understand that writing is a continuous process that involves thinking, rewriting, and
refining their work. Moreover, expanding vocabulary and mastering sentence structure are
critical to producing clear and effective writing. Students should be encouraged to read a
variety of texts to increase their vocabulary and exposure to different writing styles. In
addition, practicing the use of complex sentence structures and appropriate transitions will
help students express their ideas more clearly and logically.
On the other hand, promoting critical thinking in writing is equally important. Students
should be encouraged to go beyond merely summarizing information and instead engage
with the material by analyzing, evaluating, and synthesizing ideas from different sources.
This approach, in turn, will enable them to write more analytical and thoughtful essays or
research papers. Furthermore, second-year students need to familiarize themselves with
academic writing conventions. Understanding how to cite sources correctly, avoid
plagiarism, and write in a formal, academic tone are essential skills for success in university-
level writing. In contrast, neglecting these conventions can lead to misunderstandings or
academic dishonesty, which may negatively affect their grades.
Finally, regular writing practice, receiving feedback from peers and instructors, and
using digital tools for grammar and style checking are all valuable resources for improving
writing skills. By doing so, students will become more confident in their writing abilities.
Thus, combining these strategies—focusing on the writing process, expanding vocabulary,
developing critical thinking, practicing academic writing standards, and using feedback—will
significantly enhance second-year students' English writing skills and better prepare them for
the more complex writing tasks they will face in the future. This is why I chose to focus on
strategies for improving English writing skills—because I believe they can make a real
difference in helping learners succeed both in their studies and future careers.

1.2. Aim and objectives

- This study aims to provide strategies to improve English writing skills for second-year
students at the Faculty of English, Hanoi Open University.
- Here are the objectives of this research:

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+ To identify the difficulties faced by second-year English students at Hanoi University
encounter in the English writing process.
+ To present effective strategies for enhancing writing skills among second-year students at
Faculty of English, Hanoi Open University.

1.3. Scope of the study

The scope of this study focuses on identifying and analyzing effective strategies for
enhancing English writing skills among second-year students at the Faculty of English, Hanoi
Open University. The research will explore various approaches, such as task-based learning,
peer feedback, and the integration of technology, to improve students' writing proficiency. It
aims to assess the impact of these strategies on students' ability to produce coherent, well-
structured written texts, while also considering factors like motivation, learning environment,
and available resources. The study will collect data through surveys, analysis of students'
written work to evaluate the effectiveness of the proposed strategies. Ultimately, the findings
are expected to contribute to the development of a comprehensive framework for improving
English writing skills

1.4. Research questions

- What are the difficulties in improving English writing skills of second-year students at
Faculty of English, Hanoi Open University?
- What are the most effective strategies to improve writing skills for second-year
students at Faculty of English, Hanoi Open University?

1.5. Structure of the study

The study is divided into 5 chapters
Chapter 1: Introduction
Chapter 2: Literature review
Chapter 3: Methodology
Chapter 4: Results/Findings and discussion
Chapter 5: Conclusion
2. Literature review
2.1. Overview of previous studies

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One opinion of Fareed (2016) point out that writing seen as a challenging skill, especially in
English as a second language (ESL) settings where students encounter various difficulties in
writing. Due to the complexity of this skill, students are likely to face several problems in
developing their writing abilities.
According to Alfaki (2015), students may encounter difficulties in the following areas:
grammatical problem, problems of sentence structure, problem of word choice, cognitive
problems, problem organization. Dwihandini et al. (2013) also gives some problems that
students encounter when practicing English writing: writing ideas, sentence structure, lack of
vocabulary, rewriting or paraphrasing.
Strategies are given to improve English writing skills. According to Kartawijaya (2018)
propose that the outline technique significantly improved students writing skills by helping
them easily organize ideas, structure their writing, and create well-developed paragraphs.
Another strategies is also pointed out by Shokarimova (2021) are: Engaging Topics: Choose
meaningful, relevant topics to motivate students; Logical Planning: Organize ideas clearly
with a strong structure; Writing Accurately: Focus on clear, concise language, removing
unnecessary words; Paragraphing: Use proper paragraph structure, each with its own idea;
Frequent Practice: Practice various writing styles—narrative, expository, descriptive, and
persuasive.
Moreover, authors Perumal and Ajit (2020) suggest various strategies such as constructive
feedback, motivation and creative writing tasks would help students to enhance their writing
skills. Meanwhile, Shahzadi and Kausar (2020) came up with a more unique approach of
using social media to improve this skills, which motivated the students. Similarly, Akdağ and
Özkan (2017) found that blogging has an impact on English writing skills, especially in terms
of improving vocabulary, increasing students' motivation, and contributing to increased
grammatical accuracy.
As demonstrated, there are many methods listed and there could be many more to improve
students English writing skills. English writing skills are considered extremely difficult and
complicated for students, but in addition to referring to the above methods, teachers also have
a role in guiding students. More importantly, choosing the best strategy for yourself and
practicing your skills plays a large part in improving your English writing.

2.2. Theoretical framework

2.2.1 Definition of English Writing skills:

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English writing skills is one of the fundamental skills of the English language and is often
regarded as one of the most challenging skills for foreign language learners. Even native
speakers can find it difficult to demonstrate a strong command of writing (Jave & Juan,
2013).

Ariana (2010) assume that “ English writing skills help the learner to become independent,
comprehensible, fluent and creative in writing, important abilities which help learners put
their thoughts in a meaningful form and to mentally tackle the message in a proper manner”.
Hassan et al. (2021) take for granted that writing proficiency is viewed as more complex and
challenging than other language skills, as students must master a variety of rules and develop
competencies in areas such as handwriting, spelling, flow, punctuation, and the organization
of ideas into coherent texts.
According to Ismiati and Pebriantika(2020), development strategies for English writing
involve refining and enhancing existing methods that have shown limited effectiveness in
improving student’s writing skills. The goal is to introduce new, recommended strategies that
provide ongoing solutions for teaching writing. These strategies aim to foster significant
improvements in students' writing outcomes and overall proficiency.

2.2.2 Strategies to enhancing English Writing skills:

The following are some effective strategies for enhancing English writing skills:
a) Teaching students different writing genres helps learners understand structure and purpose:
Teaching students various writing genres allows them to recognize the structure and purpose
of different types of texts, such as scientific articles, advertisements, biographies, or poetry.
The concept of “genre” in writing helps learners identify the specific characteristics and
formats of each text type. Teachers can first introduce models of these genres in the
classroom, allowing students to analyze and understand how these texts are structured. This
helps learners apply the appropriate writing techniques for each genre, improving their ability
to produce well-organized and purpose-driven texts (Rao, 2017)

b) Group work or pair work enhances writing through shared ideas:

Swain and Lapkin (2001) suggest that collaborative writing (CW) activities encourage
writers to reflect on their language usage and work together to solve language problems.
McDonough et al. (2016) states that interaction during pair and group activities reduces

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students' anxiety and increases their self-confidence . Additionally, he indicate a relationship
between prewriting tasks that elicit ‘student talk’ about content and organization.
Furthermore, this reseacher recognize these activities as opportunities for learners to
collaborate and learn from one another. According to Rao(2017), similarly highlight that one
of the key strategies suggested for developing writing skills is through collaborative learning,
particularly group or pair work. When students work together, they share ideas, critique each
other’s work, and benefit from peer feedback..Group activities also allow learners to solve
writing problems collectively, which enhances their understanding and helps them generate
better writing outputs.

c) Brainstorming allows students to generate ideas before writing:

Harmer (2001) emphasizes that effective teaching involves fostering active learning and
understanding how students perceive, interpret, and connect ideas. One way to support
students in overcoming challenges in writing tasks is through brainstorming activities. Scane
et al. (1991) suggest that brainstorming can motivate students who are typically reluctant to
write by creating a nonthreatening environment. In an ESL context, where students often
struggle with writing tasks, such an atmosphere may foster the development of their writing
skills. Rao (2017) also highlights the value of creative techniques, noting that brainstorming,
like imagination, is a powerful tool for enhancing writing skills. Before students begin
writing, teachers can lead brainstorming sessions where students discuss ideas, share
solutions, and organize their thoughts. This process encourages both creativity and critical
thinking, as learners are given the freedom to contribute ideas without judgment.
Brainstorming helps students clarify their ideas and gives them a clear direction for their
writing assignments. This technique not only promotes a deeper understanding of the topic
but also makes the writing process smoother and more productive.

d) Using a mind map to plan your writing:

Khaja et al. (2016) asume that planning writing before starting the writing process is a key
strategy. Mind mapping, which involves jotting down a central idea and branching out with
related concepts, is a versatile tool applicable to various writing styles, including narrative,
descriptive, persuasive, and argumentative. This strategy helps students visualize
relationships among ideas, linking existing knowledge with new information. Additionally,
mind mapping enhances learning by offering visual stimuli, facilitating assessment, checking

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understanding, aiding in note-taking and summarizing, and illustrating sequences of events,
thereby promoting creative instruction methods.
Through a review of previous studies, the researcher has identified various challenges in the
development of English writing skills. In response to these challenges, effective strategies
have been proposed to enhance the writing proficiency of second-year students in the Faculty
of English at Hanoi Open University.

3. Proposed Research Methodology

3.1. Research type
This study will use a quantitative approach, focusing on the collection of numerical data to
examine the strategies second-year students use to improve their English writing skills. The
research will collect primary data through a carefully designed questionnaire, which will be
given directly to the students. This method ensures that the data accurately reflects the
students' real experiences and practices. By gathering original data from the participants, the
study aims to maintain objectivity and reliability, allowing the students to share their personal
views and strategies.
In addition, the research will follow a descriptive design, with the main goal of describing
and understanding the current situation without changing or controlling any factors. This
design allows for a clear examination of the strategies students use to improve their writing
skills, as well as an assessment of how effective these strategies are. Through this approach,
the study aims to identify common patterns in students’ writing practices, providing useful
insights that can help improve teaching methods and support the development of students'
English writing abilities.
3.2. Population and sample
The population for this study consists of second-year students from the Faculty of English at
Hanoi Open University. A total of 32 students will be selected as the sample group, as they
are currently enrolled in English writing courses, making them relevant to the research. To
select the subjects, a random sampling method will be used, ensuring that each student has an
equal chance of being included in the study, which helps reduce bias. Data will be collected
over a period of three days, during which 40 surveys will be distributed to the students. Of
these, 32 completed responses will be received, as students fill out the surveys using an
online form. This method allows for efficient data collection and ensures that the responses
reflect the experiences and strategies of the students.

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3.3. Research methods
To collect data for this study, surveys will be used as the primary tool. Surveys are an
effective method for gathering a large amount of data in a relatively short time, especially
when studying a specific group, such as second-year students. The survey will include
structured questions designed to gather information about the strategies students use to
enhance their English writing skills. This method is particularly well-suited to the research
because it allows for the collection of both quantitative data, which can be analyzed
statistically, and qualitative data, which provides deeper insights into the students’
experiences and strategies. Surveys enable the researcher to gather information from a larger
sample size, ensuring that the findings are reliable, representative, and provide a
comprehensive understanding of the various factors influencing students' writing
development.
4. Proposed chapter outline
Chapter 1: Introduction
1.1. Rationale
1.2. Aim and objectives of the study
1.3. Scope of the study
1.4. Research questions
1.5. Methods of the study
1.6. Structure of the study
Chapter 2: Literature review
2.1. Overview of previous studies
2.2. Theoretical background/frameworks
2.2.1 Definition of English Writing skills
2.2.2 Strategies to enhancing English Writing skills
Chapter 3: Methodology
3.1. Research approaches
3.2. Population and sample
3.3. Research methods
Chapter 4: Results/Findings and discussion
4.1. Results/Findings
4.1.1 Problems faced by Second-year English students when writing in English
4.1.2 Some strategies to enhancing English writing skills

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4.2. Discussion
4.2.1 Evaluate the results
4.2.2 Limitations of the study
Chapter 5: Conclusion

References
Abd Karim, R., Abu, A. G., & Khaja, F. N. M. (2016). Brainstorming approach and mind
mapping in writing activity. Proceedings of EEIC, 1(2), 423-429.

Akdağ, E., & Özkan, Y. (2017). Enhancing writing skills of EFL learners through
blogging. The Reading Matrix: An International Online Journal, 17(2), 79-95.

Alfaki, I. M. (2015). University students’ English writing problems: Diagnosis and

remedy. International journal of English language teaching, 3(3), 40-52.

Ariana, S. M. (2010).Some thoughts on writing skills. Annals of the University of Oradea,

Economic Science Series, 19(1).

Dwihandini, L. A., Marhaeni, A. N., & Suarnajaya, I. W. (2013). The Analysis of the Factors
Affecting Undergraduate Students’ Difficulties in Writing Thesis in the English Department
of Mahasaraswati University. Jurnal pendidikan dan pembelajaran Bahasa Indonesia, 2.

Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL learners’ writing skills: Problems, factors
and suggestions. Journal of education and social sciences, 4(2), 81-92.

Harmer, J. (2001). The practice of English language teaching (3rd Edition). Harlow:
Longman.

Hassan, I., Madarina Abdul Rahaman, A., & Latiff Azmi, M. N. (2021). Development of
English writing skills through blended learning among ESL learners in Malaysia. Arab
World Engarrlish Journal (AWEJ) Special Issue on CALL, (7).

Ismiati, I., & Pebriantika, E. (2020). Designing strategies for university students’ writing
skill. Journal of Languages and Language Teaching, 8(1), 8-19.

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Javed, M., Juan, W. X., & Nazli, S. (2013). A study of students’ assessment in writing skills
of the English language. International journal of instruction, 6(2).

Kartawijaya, S. (2018). Improving students’ writing skill in writing paragraph through an

outline technique. Curricula: Journal of Teaching and Learning, 3(3).

McDonough, K., Crawford, B., & De Vleeschauwer, J. (2016). Thai EFL learners’
interaction during collaborative writing tasks and its relationship to text quality. In M. Sato &
S. Ballinger (Eds.). Peer Interaction and second language learning: pedagogical potential and
research agenda (pp. 185-208). Amsterdam: John Benjamins.

Perumal, K., & Ajit, I. (2020). Enhancing writing skills: A review. Psychology and
Education Journal, 57(9), 2229-2236.

Rao, P. S. (2017). Developing writing skills among the EFL/ESL learners. Research Journal
of English, 2(3), 52-63.

Scane, J., Guy, A. M., & Wenstrom, L. (1991). Think, write, share: Process writing for adult
ESL and basic education students. Toronto: The Ontario Institute for Studies in Education.

Shahzadi, A., & Kausar, G. (2020). Using social media to improve students’ English writing
skills: A mixed method study. Journal of Research in Social Sciences, 8(1), 2305-6533.

Shokarimova, K. A. (2021). The way of improving reading and writing skills during the
lessons. Academic research in educational sciences, 2(2), 1032-1040.

Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring
task effects (pp. 99–118). London: Longman.

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Research schedule

Research phase Objectives Deadline

1. Background - Meet with supervisor for an initial 6th November

research and meeting
literature review
- Review relevant literature in detail

- Refine the research questions

- Develop the theoretical framewor

2. Research - Create and design questionnaires 8th November

design planning
- Identify online and offline channels
for recruiting participants

- Finalize the sampling method and

data analysis approach

3. Data collection - Recruit participants and send out 10th November

and preparation questionnaires

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 - Conduct semi-structured interviews
with selected participants

- Transcribe and organize interview

data, and clean survey data

- Analyze survey data using 13th November

4. Data analysis statistical methods

- Analyze interview transcripts to

identify themes

- Write drafts of the results and

discussion sections

5. Writing - Complete the first full draft of the 14th November

thesis

- Meet with supervisor to get

feedback and discuss changes

6. Revision - Revise the draft based on 17th November

supervisor’s feedback

- Get final approval for the thesis

draft from the supervisor

- Proofread the final draft

- Print, bind, and submit the final

thesis

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