An investigation into writing practices in Ba Ria - Vung Tau lower secondary schools

Abstract

In this era of globalization, English is the dominant international language. Therefore, many countries have attached importance to the teaching of English. In Vietnam, the government has seen English as a tool for national development, and this has led to reforms in the English curriculum and then to the launch of a large-scale National Foreign Language Project. These reforms and policy directions aim to enable Vietnamese students to use English confidently and independently to be able to integrate into the international community. This study investigates teachers' instructional practices of English writing at lower secondary level and examines the influences on instructional practices in one province in Vietnam. In response to the National Foreign Language Project, writing short texts was officially added to English examinations in 2016-2017 in Ba Ria-Vung Tau province where this study took place. Guided by Vygotsky's sociocultural theory of learning and Fairclough's conception of discourse, this study addresses the overarching question "What are the practices that influence the teaching of English writing in Ba Ria-Vung Tau (Vietnam) lower secondary schools?" The research employs a qualitative, multi-case study approach and draws on multiple data sources, including documents, classroom observations and semi-structured teacher interviews. This study was carried out at a rural, a suburban and an urban school located in Ba Ria-Vung Tau province. Six teachers, two from each of the schools, participated in this study. Classroom observations were conducted over a period of nearly four months and interviews were conducted with the teachers before and after classroom observations. Study findings reveal a significant gap between government policies and classroom practice. The teachers faced several challenges influencing their instructional practices, including prescriptive teacher professional development, textbook-bound teaching practice, teaching as a paradoxical practice (i.e. conflicting instructional and institutional conditions) and traditional teaching and learning practices. The teachers were often unable to employ instructional practices that supported students in being independent and creative writers. This study provides implications for educational policy makers and the teaching of writing in English as a foreign language.

Date of Award	2020
Original language	English