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  • Nghiên cứu cải thiện kỹ năng viết luận bằng đường hướng tiếp cận theo quá trình cho học viên đang theo học khóa luyện thi IELTS ( bài thi học thuật, mục tiêu 6.5 điểm ) tại trung tâm Anh ngữ Equest, Hà Nội. = A study on improving essay writing skills through process-based approach for students in an IELTS preparation course (Academic, target band 6.5) at Equest English center, Hanoi. / Trịnh, Thị Hiền; Trần, Thị Thu Hiền
Sách, tuyển tập

Nghiên cứu cải thiện kỹ năng viết luận bằng đường hướng tiếp cận theo quá trình cho học viên đang theo học khóa luyện thi IELTS ( bài thi học thuật, mục tiêu 6.5 điểm ) tại trung tâm Anh ngữ Equest, Hà Nội. = A study on improving essay writing skills through process-based approach for students in an IELTS preparation course (Academic, target band 6.5) at Equest English center, Hanoi. / Trịnh, Thị Hiền; Trần, Thị Thu Hiền

Tác giả : Trịnh, Thị Hiền; Trần, Thị Thu Hiền

Nhà xuất bản : H.: ĐHNN

Năm xuất bản : 2017

Mô tả vật lý : 65 p.

Chủ đề : 1. Khóa luyện thi IELTS. 2. Kỹ năng viết luận. 3. Thesis.

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Tóm tắt :

After collecting data and analyzing data, this study is summarized shortly in some points. First of all, during the 12-week course, there is a high cooperation from 10 students in the chosen group, which brings back a great convenience for the progress of its. Secondly, through the result of the first survey and second survey, it is temporarily drawn a conclusion that there is a change in the way which students learn to write an essay, especially for IELTS academic writing task 2. They started to write and practice with the process-based approach instead of freely writing or without any plans for their performance in their essays. This change is considered as a completely upward and positive trend. Next, the frequency with the terms of “Often “ and “Always” is higher and higher, which preliminarily proves that the frequency in their practice writing such as brainstorming ideas, gathering ideas, planning ideas, outlining them and planning structures and vocabulary is familiarized and paid great deal of attention to. Such these changes also help to find the better and more reliable results in their performance of the post-test in compared to the pre-test. In particular, at the beginning, marked essays in the pre-tests are noted in the task response (which is not suitable content in the cause of writing freely and lack of idea brainstorming), ideas overlapping, the lack of cohesive devices to make them coherent, the use of same structures or no wide range of structures or vocabulary (typically in using all common words and structures but lack of less common words and flexible structures). Last but not least, in the post test, there are 3 essays achieving band 6.0 of the task 2 and a bit more (band score 6.5 including 6 essays) , which is considered as a big change and success in their writing skills and process-based approach during a 12-week course. Totally, there is 60% students obtaining their minimum band score for task 2 to acquire their target overall 6.5 for IELTS writing.
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Đại học Ngoại ngữ - ĐHQGHN
https://repository.vnu.edu.vn/handle/VNU_123/54555