The research examined how journal writing can be used to improve the English writing abilities of 10th-grade learners in one of the high schools in Hai Phong, Vietnam. The action research classroom design was used to conduct the research, which involved 30 participants in a period of 10 weeks. The information gathered was on a pre-test, a post-test, journal entries, a questionnaire, and interviews and the results indicated that before the intervention process students experienced numerous problems in English writing such limited vocabulary, grammatical mistakes, inability to organize ideas, and lack of confidence. Students were found to have improved greatly on vocabulary range, grammatical accuracy, organization, and fluency after ten weeks of journal writing. The statistical results proved that these gains were not trivial, whereas the qualitative evidence of journal entries proved that students expressed themselves more strongly and thought more deeply. In addition, the attitude towards writing improved. Most of them mentioned less anxiety, more motivation, and pleasure in writing on personal subjects. The research concluded that journal writing can be regarded as a valuable and efficient way of improving the writing performance in English and developing positive attitudes to the process of learning. It added to the theoretical insights into the writing process, as well as into the intuitive influences in language acquisition, and provided effective implications to English language instruction in Vietnamese high schools. Future research limitations and directions was also discussed.

Ngôn ngữ:	vie
Tác giả:	Bùi Thùy Trang
Người đóng góp:	GVHD: Đinh Minh Thu#GVHD: Hoàng Ngọc Tuệ
Thông tin nhan đề:	Enhancing English Writing Skills of 10th - grade Students through Journal Writing at a High School in Hai Phong
Nhà xuất bản:	Đại học Công nghiệp Hà Nội
Loại hình:	Luận văn Thạc sĩ / Bộ sưu tập: Ngoại ngữ
Mô tả vật lý:	72tr.
Năm xuất bản:	2025