A Study of English Writing Skills of Students at Khmer Buddhist High School of Tra Vinh Province in Vietnam
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Abstract
The research had the objectives to (1) investigate the English writing skills of students at Khmer Buddhist High School of Tra Vinh Province, Vietnam, and (2) analyse the proficiency of English writing skills of students at the same institution. A mixed-methods research design was employed to obtain both quantitative and qualitative data. The study involved 42 students studying English as a foreign language. Data were collected through structured questionnaires, student writing samples, and semi-structured interviews. Quantitative data were analysed using SPSS to generate descriptive statistics, while qualitative data were examined through thematic analysis.
The results revealed that the English writing skills of the students were generally at a basic level of proficiency. A majority of students experienced difficulties with grammar accuracy (78%), paragraph organisation (72%), and vocabulary usage (65%). Analysis of writing samples indicated recurring grammatical errors, limited lexical range, and weaknesses in paragraph development and coherence. Interview findings showed that many students reported low confidence in writing, which was associated with limited exposure to structured writing instruction and insufficient feedback practices. Nevertheless, students demonstrated positive attitudes towards improving their writing skills when provided with guided instructional support.
The research suggested that systematic and structured writing instruction could contribute to enhancing writing proficiency within this educational context. This study added to the existing body of knowledge by providing empirical evidence on English writing proficiency among Khmer ethnic minority students in a Buddhist high school setting in Vietnam. The findings offered context-specific insights into EFL writing development in under-researched religious and multilingual educational environments.
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