TAY DO UNIVERSITY
FACULTY OF FOREIGN LANGUAGES  Research proposal
Difficulties in Writing Skill of
English Majored Freshmen
at a University in Vietnam Supervisor: Members of group: Dang Thi Bao Dung, Ph.D 1. Duong Quy Hai 2. Bui Dinh Bao 3. Nguyen Van Tiep Class: English 18A ACKNOWLEDGEMENTS ***
We would like to express our sincere appreciation to the individuals who have guided,
assisted, and supported us in making this research proposal possible.
Firstly, we extend our heartfelt gratitude to Tay Do University, specifically the Faculty of
Foreign Languages, for permitting us to implement our research.
Secondly, we would like to thank our supervisor, PhD. Dang Thi Bao Dung, for her
unwavering support. She provided invaluable guidance, constructive feedback, and
necessary corrections to steer our research in the right direction.
Moreover, she was always willing to provide us with many reference materials during the
research period. Truthfully, we could not have completed this research without her encouragement and guidance.
Lastly, we express our special thanks to our beloved family and dear friends who have
always been by our side, motivating and encouraging us to complete this research proposal. i COMMENTS ***
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…………………………………………………………………………… ii TABLE OF CONTENTS ***
ACKNOWLEDGEMENTS ........................................................................................ i
COMMENTS .............................................................................................................. ii
TABLE OF CONTENTS........................................................................................... iii
ABSTRACT .................................................................................................................. v
CHAPTER 1. INTRODUCTION ............................................................................... 1
1.1 Rationale .............................................................................................................. 1
1.2 Significance of the research ................................................................................. 3
1.3 Organization of the research ................................................................................ 3
CHAPTER 2. LITERATURE REVIEW ................................................................... 4
2.1 Terms of definitions ............................................................................................. 4
2.1.1 Definitions of writing ................................................................................... 4
2.1.2 The importance of writing ........................................................................... 5
2.2 Some factors difficulties of writing ..................................................................... 7
2.2.1 Vocabulary ................................................................................................... 7
2.2.2 Grammar ...................................................................................................... 9
2.2.3 Background knowledge .............................................................................. 11
2.2.4 Idea arrangement ........................................................................................ 12
2.3 Related studies ................................................................................................... 13 CHAPTER 3. RESEARCH AIMS - RESEARCH QUESTIONS
HYPOTHESIS .......................................................................................................... 16
3.1 Research aims .................................................................................................... 16
3.2 Research questions ............................................................................................ 16 iii
3.3 Research hypothesis .......................................................................................... 16
CHAPTER 4. RESEARCH METHODOLOGY ..................................................... 17
4.1 Research design ................................................................................................. 17
4.2 Participants ........................................................................................................ 17
4.3 Instruments ........................................................................................................ 18
4.3.1 Questionnaire ............................................................................................. 18
4.3.2 Interview .................................................................................................... 19
4.4 Data analysis ...................................................................................................... 19
4.5 Procedures ......................................................................................................... 19
CHAPTER 5. EXPECTED OUTCOMES ............................................................... 21
5.1 Volabulary ......................................................................................................... 21
5.2 Grammar ............................................................................................................ 21
5.3 Background knowledge ..................................................................................... 22
5.4 Idea arrangement ............................................................................................... 22
REFERENCES ............................................................................................................ vi
APPENDIX A .............................................................................................................. x
APPENDIX B ............................................................................................................ xiv iv ABSTRACT ***
Writing plays a crucial role in learning foreign languages, especially English. Among the
various skills required to master this language, writing is one of the most challenging ones
for English who are freshmen. A research study titled "Difficulties in Writing Skill of
English Majored Freshmen at University in Vietnam" aims to shed light on this issue.
The research involves 80 English-majored freshmen studying English 18A and 18B at Tay
Do University. The study combines quantitative and qualitative research methods, using
both a questionnaire and an interview to assess the survey. The purpose of this study is to
identify the factors that contribute to the student's difficulties in writing, such as vocabulary
knowledge, grammar, background knowledge, and idea arrangement. v
CHAPTER 1. INTRODUCTION ***
(This chapter mentions the rationale, the significance, and organization of the research) 1.1 Rationale
English is the most used language in the world. Most academic documents, studies, and
reports from major educational institutions and universities are written in English. Learning
English helps learners access an endless source of knowledge. (Kumar, 2009) state that
"English is the most important language in the world because it is the only language that
truly links the whole world together”. Also, before the international integration, there are
many foreign companies doing business in Vietnam, and the importance of English is more
and more focused. If students know and master English, they will easily be respected and
arranged to work with foreign partners and international fields and very easy to advance in their careers.
Writing in English is essential because it is a form of written communication. Listening,
speaking, reading, and writing are the four English skills that English learners must acquire
in order to master the language effectively. Of all four skills, writing is considered a crucial
skill in teaching and learning English as a foreign language. Boonpattanaporn (2005) stated
that “Writing is one of the necessary means for people to express their thinking or emotion
and to communicate precisely”.
Furthermore, writing is an important skill that should be mastered by English language
learners. Writing makes learners need to express their ideas, emotions, and creativity to
make their writing interesting to read. According to Carroll (1990), the most important
invention in human history is writing. It provides a relatively permanent record of
information, opinions, beliefs, feelings, arguments, explanations, theories, etc. According
to Kane (2000), writing has three steps: thinking about it, doing it, and doing it again (and
again and again, as often as time will allow and patience will endure). 1
Moreover, writing can also sharpen our thinking skills. Brown (2003) said that learning to
write “well” is difficult in any language, even in our native language. According to Dorothy
E Zemach (2005), writing is an important form of communication in day-to-day life it is especially role in college.
Additionally, writing helps to express thoughts, viewpoints, and feelings to readers. Rogers
(2005) stated that writing is one of the important skills because writing is a tool to express
ideas and record important documents. In other words, writing is the ability to put pen and
paper to express ideas through symbols. This way, representations on paper will have
meaning and content that could be communicated to other people by the writers.
However, English is not an easy skill to learn for many students. Many students seem to
lack the skills to be able to write English well. They know exactly what they want to write
but their writing is not as good as they would like. As a result, they can make readers feel
uninterested, unable to understand or misunderstand what they write, leading to their writing getting worse.
Besides, they face challenges when changing their thoughts from their mother language to
English due to various factors, including vocabulary, grammar, background knowledge,
and especially ideal arrangement. As Yates and Kenkel (2002) argued writing problems as
related to the grammatical, syntactic, and meaning of a target language. They are divided
into two categories: surface problems related to grammar, and global problems related to
meaning, coherence, and organization.
Therefore, a study titled "difficulties in writing skill of English major freshmen at
University in Vietnam" is conducted to identify the problems that lead to these situations. 2
1.2 Significance of the research
The results of this study will benefit society greatly, as writing plays a crucial role in various
fields today. To pass the challenges faced while writing, students must identify the root
causes, and recognizing the obstacles in writing is necessary to help students improve their
writing skills. In other words, the purpose of this study is to assist students in identifying
their weaknesses and can overcome the difficulties and become a good writer.
1.3 Organization of the research
The study is made up of five main chapters as follows:
• Chapter 1: Introduction provides the rationale, research aims, research
questions. Besides, the significance and organization of the research are also listed here.
• Chapter 2: Literature Review covers the theoretical background of writing,
consisting of definitions of writing, the importance of writing, and the factors
causing difficulties in writing.
• Chapter 3: Research Methodology indicates the study’s method employed in
this thesis including such features as research design, participants,
instruments, data analysis, and procedure.
• Chapter 4: Results and Discussion reports the findings of the research to
figure out the participants’ difficulties in speaking and what factors are causing the difficulties.
• Chapter 5: Conclusion, Implications, Limitations, and Recommendations
gives the conclusion, implication, reflect on the limitations of the study, and
put forward recommendations for further research. 3
CHAPTER 2. LITERATURE REVIEW ***
(This chapter consists of definitions and the importance of speaking, factors causing
difficulties, and related studies)
2.1 Terms of definitions
2.1.1 Definitions of writing
Writing skill is an integral part of communication. It involves the process of conveying
messages by marking pages with letters and words, which are then combined to form
sentences and paragraphs. Writing is one of the essential language skills that need to be
mastered when learning English. According to Petty and Jensen (1980), writing
encompasses more than just forming letters and words. They suggest that writing involves
putting words into sentences and paragraphs, spelling words correctly, and observing
conventions in written forms and more.
The acquisition of writing skill is an art that is cultivated through practice and experience.
Brown (2001) emphasizes the complexity involved in writing, stating that written products
often result from thinking, drafting, and revising procedures that require specialized skills
not naturally developed by every speaker. Additionally, he suggests that students should
learn how to generate and organize ideas coherently, revise text for clearer meaning, and
edit text for appropriate grammar.
Writing is a multifaceted ability that encompasses grammar, vocabulary, conception,
rhetoric, and various other components of language. Therefore, effective writing demands
proficiency in expressing ideas, organizing them coherently, and selecting the appropriate words.
In another definition, Richards and Renandya (2002) add that written language is complex
at the clause level, highlighting the intricacy of crafting written expressions. Writing
involves multiple elements such as content, organization, originality, style, fluency, and accuracy. 4
Additionally, Flower and Hayes (1980) suggest that writing is a recursive process that
involves planning, translating, and reviewing, emphasizing the iterative nature of writing tasks.
Furthermore, the digital age has transformed the landscape of writing. As Baron (2013)
observes, digital communication tools have not only expanded the reach of writing but also
its nature. This transformation has necessitated skills like digital literacy, understanding
audience engagement, and adapting to various formats such as emails, blogs, social media posts, and more.
Cultural nuances also play a significant role in shaping writing styles and preferences.
According to Kachru (1986), different cultures have unique conventions, styles, and
expectations when it comes to written communication. Understanding these cultural
contexts is crucial for effective cross-cultural communication and writing.
In essence, writing is the act of using symbols to communicate thoughts and ideas in a
readable form, employing vocabulary, grammatical structures, and organizational strategies
to effectively convey meaning. As such, it remains an ever-evolving skill that requires
continuous learning, practice, and adaptation to meet the demands of diverse audiences and contexts.
2.1.2 The importance of writing
Writing plays a pivotal role as most life contexts, including school, the workplace, and the
community, demand proficient writing skills. Writing entails composing text effectively for
diverse purposes, serving as a communication tool and a means for collecting and
disseminating detailed information. It offers avenues for self-expression and persuasion,
proving to be an essential skill both in educational settings and throughout life. Whether
drafting reports, plans, or strategies at work, or crafting a well-written curriculum vitae or
resume free from spelling or grammatical errors, writing proficiency is paramount for securing good opportunities. 5
In the realm of language teaching and learning, writing holds particular significance.
Graham and Perin (2007:33) posit that “In the school setting, writing plays two distinct but
complementary roles. First, it is a skill that draws on the use of strategies (such as planning,
evaluating, and revising text) to accomplish goals, such as writing a report or expressing an
opinion with the support of evidence. Second, it is a means of extending and deepening
students’ knowledge; it acts as a tool for learning subject matter”. Swales and Feak
(2004:25) emphasize the importance of genre awareness in academic writing, stating,
“Understanding the conventions of academic writing involves recognizing how different
genres have distinct sets of conventions, which writers must learn to use effectively to be
successful in academic contexts”.
Effective writing encompasses various facets, including understanding the topic, selecting
appropriate vocabulary, employing correct grammar, and organizing ideas logically.
Writing aids students in enhancing their vocabulary and applying the grammatical
structures taught in class. Writers must recall words and decide their content, enabling them
to articulate their thoughts and construct compelling arguments. As Leki (2001:42)
highlights the recursive nature of the writing process, noting that “Writing is a complex
process that involves multiple drafts, revisions, and reflections, requiring writers to
constantly revisit and refine their ideas”.
Moreover, the global importance of English connects numerous countries across sectors
like business, economics, tourism, and culture. With many countries investing in Vietnam,
the demand for proficient writing skills has surged. It's widely acknowledged that reputable
companies and corporations prioritize candidates with strong English communication
skills. Proficiency in English not only secures positions within leading international
corporations but also opens doors for career advancement in competitive work
environments. Crystal (2003:78) affirms this sentiment, stating, “English has become the
dominant language in international business and diplomacy, making it essential for
individuals to develop proficient writing skills to succeed in a globalized world”.
In light of these insights, students recognize the indispensable role of writing skills in mastering English. 6
2.2 Some factors causing difficulties in writing
Writing is a great way for people to express their thoughts and feelings even when they
can't articulate them verbally. However, writing can be challenging for students compared
to other language skills. Even if they excel in speaking, listening, or reading, writing can
still be intimidating and difficult. This is especially true for freshmen majoring
in English, who often struggle with writing essays due to a lack of vocabulary and
grammatical knowledge. Additionally, they may find it hard to effectively communicate
their ideas or organize their thoughts. These are some of the main reasons why students
face difficulties in learning English writing.
To become a proficient writer, students need to master several factors, including
vocabulary, grammar structure, background knowledge, and idea arrangement. By
developing these skills, they can enhance their writing abilities and produce high-quality essays. 2.2.1 Vocabulary
Many learners grapple with a limited vocabulary, a challenge exacerbated in the English
language due to its expansive lexicon. Understanding and assimilating word meanings can
be a daunting task. Hajar's (2015) study underscores this issue, highlighting that insufficient
vocabulary often results in passages that lack appeal. In addition, Muncie's (2002) research
posits that a restricted vocabulary hampers foreign language writers from producing
coherent and fluent texts. A robust vocabulary serves as a cornerstone for effective writing.
Students with a restricted lexicon may find it challenging to convey their ideas with clarity
and precision. Their sentences might lack depth, resulting in shorter and less informative
paragraphs. This limitation can significantly undermine the overall quality of their essays.
To address this issue, vocabulary enhancement strategies, such as reading extensively,
engaging with diverse texts, and using vocabulary learning apps, can be beneficial. Nation
(2001:112) emphasizes the significance of intentional vocabulary learning, stating that
“Explicit vocabulary teaching can significantly improve learners' ability to understand and
produce language”. Thornbury (2002) said, “Without grammar very little can be conveyed,
without vocabulary nothing can be conveyed”. Vocabulary is the important aspect of 7
writing because it is a basic component of the successful writing. It is also an essential part
of language learning. Additionally, Laufer and Goldstein (2004:45) highlight the role of
vocabulary size in writing proficiency, suggesting that “The size of learners' vocabularies
is positively correlated with their writing quality”. Hence, fostering vocabulary growth is
crucial for enhancing writing skills.
Besides, the choice of words is very important. Choosing the right words is pivotal for
effective communication in English. As Theodore Dreiser aptly observed, “Words are but
the vague shadows of the volumes we mean. Little audible links, they are, chaining together
great inaudible feelings and purposes”. Many words in the language might sound or look
similar but possess distinct meanings, underscoring the importance of contextually
appropriate word selection. Utilizing synonyms can mitigate repetition; however, the
misuse of a word can alter a sentence's meaning.
Moreover, the intricacies of English vocabulary surpass mere word selection. Learners
grapple with challenges tied to word usage, including discerning suitable language and tone
across various contexts. Informal language may be apt for casual dialogues but deemed
inappropriate in academic or professional milieus. In contrast, technical jargon, while
indispensable in specific disciplines, might bewilder or estrange readers lacking specialized knowledge.
Thus, students must not only adeptly choose words but also employ them fittingly, aligning
with their audience's expectations and genre-specific conventions. Overlooking this can
engender misunderstandings or obfuscate clarity, compromising the efficacy of their
written discourse. Consequently, mastering vocabulary intricacies is paramount for
students striving to excel as proficient English writers. As Nation (2001:25) asserts,
"Vocabulary learning is one of the most important tasks in language learning”. This
emphasizes the significance of vocabulary acquisition for effective language use. Laufer
and Hulstijn (2001:42) state, "Vocabulary knowledge plays a critical role in second
language reading comprehension”. This further underscores the importance of a robust
vocabulary base in comprehending and producing written texts. 8 2.2.2 Grammar
All languages have grammar, and each language has its own grammar. Grammar has been
identified in different ways on the linguistic theory. Besides vocabulary, grammar structure
is an important element affecting writing skill. The purpose of good grammar is to ensure
the paper is written correctly. William (2005:123) stated, “Grammar is a study of the
structure of the language and describes the way of putting words together to make
meaningful sentences.” Grammar is the way a language manipulates and combines words
or bits of words to form longer units of meaning. Grammar is very important in writing
skill. As Harmer (2001), the grammar of language can be defined as the description of rules
through words that can be formed and that can change the meaning; in addition to the
possible ways of the construction into sentences. Thanks to grammar, learners can express
ideas in writing skill. Students should pay attention to grammar. They should practice with
simple sentences to obtain effective writing skill. 2.2.2.1 Tenses
Each tense in English is characterized by its unique structure and usage, delineating specific
points in time or states of action. Mastery of these tenses is paramount for conveying precise
information and maintaining clarity in communication. Nevertheless, Vietnamese learners
often grapple with these complexities, leading to the creation of grammatically erroneous
sentences. According to linguist Steven Pinker (1994:120), this struggle with tense
accuracy may stem from differences in linguistic structures between English and Vietnamese.
Moreover, a common pitfall among English learners is the overuse or misapplication of
multiple tenses within a single passage, encompassing past, present, and future timelines.
When verbs continuously shift tense within a sentence, it not only complicates the reader's
understanding but also disrupts the flow of communication (Pinker 1994:122). This
challenge underscores the importance of mastering tense consistency and employing
appropriate temporal markers to enhance clarity and coherence in written expression. As
noted by language acquisition expert Diane Larsen-Freeman (1986:65), learners must
actively engage with various tense forms to develop a nuanced understanding and 9
application of temporal concepts. Larsen-Freeman emphasizes the need for learners to
practice using tenses in context, facilitating a deeper comprehension and fluid application in real-world scenarios.
In addition, understanding the cultural and contextual nuances associated with tenses can
also aid learners in their journey towards proficiency. As Byram (1997:40) posits,
“Language learning is also cultural learning”. This implies that a deeper appreciation of
cultural contexts can provide valuable insights into the appropriate use of tenses, enriching
learners' communicative competence. 2.2.2.2 Sentence
Diverse sentence structures play a pivotal role in enhancing the clarity and engagement of
written communication. William Strunk Jr. and E.B. White (1999:69) aptly note, “Sentence
variety is the key to writing that is both clear and engaging. When you use only a few
familiar sentence structures, your writing will become monotonous and predictable”. This
insight underscores the importance of incorporating a range of sentence structures to
maintain reader interest and comprehension.
Nevertheless, many students grapple with the challenge of sentence diversity, often
resorting to repetitive and predictable structures. This reliance on familiar sentence patterns
can stifle creativity and hinder the development of expressive and nuanced writing. As
noted by Elbow (1998:93), “Variety in sentence structure adds vitality to a piece of writing
and helps maintain reader interest”.
Moreover, the absence of coherent transitions between sentences can disrupt the flow of
ideas and compromise the overall structure of the text. According to Silva (1993:117),
“Transitions serve as bridges between sentences and paragraphs, guiding readers through
the logic of the argument”. Ineffective transitions can lead to disjointed narratives, causing
confusion and hindering comprehension.
In addition to structural challenges, grammatical inaccuracies and inappropriate vocabulary
usage can diminish the credibility and impact of the text. As Straub (1997:48) asserts,
“Grammar and vocabulary serve as the foundation of effective communication, influencing 10
both clarity and persuasiveness”. Errors in these areas can undermine the author's authority
and detract from the overall quality of the writing.
Besides, the construction of convoluted and ambiguous sentences can obscure meaning and
reduce the effectiveness of the message. Good writing aims for clarity and precision,
enabling readers to grasp the intended message effortlessly. Zinsser (2006:77) emphasizes,
“Clarity is the ultimate goal of all writing, ensuring that ideas are communicated effectively and efficiently”.
In deep, mastering sentence structure and clarity is essential for producing compelling and
effective written communication. By embracing sentence diversity, maintaining coherence,
and ensuring grammatical accuracy, writers can enhance the clarity, engagement, and
impact of their writing, facilitating better communication and understanding.
2.2.3 Background knowledge
According to Bransford, Brown, and Cocking (2000), all learning involves transfer from
previous experiences. Even initial learning involves transfer that is based on previous
experiences and prior knowledge. This underscores the vital role of background knowledge
in facilitating comprehension and learning processes. In the realm of writing, a strong
foundation in background knowledge enables students to contextualize new information,
draw connections between disparate concepts, and engage critically with the content.
The significance of background knowledge extends beyond academic writing. As Kroll
(1993:78) asserts, “Writers with a rich background knowledge not only have a reservoir of
information but also an ability to access and manipulate this information in the context of
new writing tasks”. This suggests that background knowledge is not merely about content
retention but also about the ability to apply and adapt this knowledge in diverse writing scenarios.
Also, the interplay between background knowledge and language proficiency is intricate.
As Cummins (1991) suggests, “Language and content knowledge are interdependent; they
develop concurrently and mutually reinforce each other”. This implies that enhancing one's 11
background knowledge can concurrently bolster language skills, fostering a more nuanced
and sophisticated writing style.
Additionally, the acquisition of background knowledge is a dynamic process influenced by
various factors, including socio-cultural experiences and educational opportunities.
Sweller's Cognitive Load Theory (1988:16) posits that “the acquisition of new knowledge
is facilitated when it can be linked to existing schemas or frameworks in long-term
memory”. Thus, educators should aim to create learning environments that encourage
students to relate new information to their existing knowledge base, thereby enhancing retention and comprehension.
In summary, background knowledge serves as an integral component in the development
of proficient writing skills. It empowers students to engage critically with content, articulate
complex ideas effectively, and adapt their writing style to diverse contexts. As educators
and learners alike, recognizing the value of continuous learning and engagement with
diverse content areas is paramount in fostering robust background knowledge and
enhancing writing capabilities. 2.2.4 Idea arrangement
Organizing ideas coherently and logically is a pivotal aspect of effective writing,
particularly for students learning English as a foreign language. As emphasized by Joseph
M. Williams (1981:27), “A topic sentence is like a map that tells the reader where you are
going in the paragraph. It should clearly state the main idea of the paragraph". This analogy
underscores the importance of guiding readers through a structured and purposeful
narrative, ensuring clarity and coherence.
The significance of idea arrangement extends beyond mere structure; it directly influences
the reader's comprehension and engagement. Flower and Hayes (1981:365) assert that
"writers constantly evaluate their texts, monitoring whether what they are writing makes
sense". This self-monitoring process involves continually reassessing the relevance and
coherence of ideas, ensuring they align with the intended message and purpose of the writing. 12
Additionally, the organization of ideas is intrinsically linked to critical thinking skills.
According to Paul and Elder (2006:4), “Critical thinking is the intellectually disciplined
process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or
evaluating information gathered from, or generated by, observation, experience, reflection,
reasoning, or communication". Thus, effective idea arrangement not only enhances the
clarity of the written text but also fosters the development of critical thinking abilities.
Moreover, the challenges students face in idea arrangement are often exacerbated by
linguistic and cultural differences. As Leki (1995:145) points out, “Cultural assumptions
about text organization and patterns of thought can differ significantly from one language
community to another, making the transition to English writing particularly challenging".
Therefore, educators should be cognizant of these challenges and provide targeted support
to help students navigate the complexities of idea arrangement in English writing.
In conclusion, idea arrangement plays a foundational role in shaping the effectiveness and
clarity of written communication. By fostering a structured approach to organizing ideas,
students can enhance their writing proficiency, engage readers more effectively, and
develop essential critical thinking skills. As educators, fostering a supportive learning
environment that emphasizes both linguistic accuracy and strategic idea organization is
crucial in facilitating students' writing development. 2.3 Related studies
Writing is a complex skill that requires mastery of various linguistic components, including
vocabulary, grammar, sentence structure, and organization. Despite its significance in
academic and professional settings, many students face challenges in the writing process.
Understanding these challenges is crucial for developing effective strategies to enhance
students' writing proficiency. Several studies have been conducted to identify the common
errors and difficulties encountered by English majors in their writing tasks. This literature
review aims to explore three notable studies that shed light on the prevalent writing issues
among English major students in Vietnamese Universities, focusing on the types of errors
identified, research methodologies employed, and key findings.
In 2020, Vo Nguyen Phuong Linh conducted a study titled "A Study on Common Errors in 13
Writing Paragraphs of English Majors at Tay Do University" to identify the typical mistakes
made by English majors. The study involved surveys and interviews of 30 freshmen
students, and it identified common errors such as incorrect use of articles, adjectives,
adverbs, tenses, etc. The research emphasized the need for focused instruction in these areas
to improve the writing proficiency of students.
Similarly, at Ho Chi Minh City Open University, Pham Vu Phi Ho and Pham Ngoc Thuy
Duong conducted a study titled “Common Errors in Writing Journals of the English-Major
Students at Ho Chi Minh City Open University” in 2015. They explored the common errors
in students' writing journals and investigated whether extensive writing could improve
writing fluency. 115 first year English-major students participated in this study. They
composed five writing journals every week during the course of 15 weeks. Each
student composed 62 writing journals in total. The study found that four most common
errors frequently occur in students’ writing journals are relating to tenses, collocations,
spellings, and verb forms. Also, the current study confirms that the extensive writing
practices effect the students’ writing fluency in terms of length of writing. The results of
the study help the writing instructors at the local setting with the facts of their students’
writing problems in order to improve the writing practices in the writing classrooms.
Particularly, the finding of this study confirms the effects of extensive writing so that the
instructors and students could take this issue into their practices beyond the classrooms.
Another research was done by by Thai Cong Dan, Vuong Minh Duc, and Phu Thi Hong
Chau in 2014 with the topic "An Investigation into Common Mistakes in Paragraph Writing
of the First-Year English-Majored Students: A Case Study in Can Tho University,
Vietnam" the researchers focuses on common mistakes in writing paragraphs of the first-
year Enghlish. The relevant data for the study was collected from the students’ written
products and the in-depth interviews. The students were asked to write a free paragraph
about “Your new life in Can Tho University” in English. The time allowed to do the test
was 30 minutes. Each of the students made a paragraph of at least 120 words. The total
number of papers to be analyzed was 60, and all of the mistakes in the paragraphs were
identified and classified into thirteen categories. The results reported that the number of the
“Word Formation”, and “Word Choice” mistakes in participants’ writing were the most 14