Motivating Activities in Test Preparation Writing Classes: A Case Study in Vietnam

Abstract

TOEFL iBT and IELTS preparation courses have become increasingly popular in Vietnam over the past few years due to the increasing demand for overseas study. However, little research has been conducted into how to teach these courses effectively and interestingly. This paper describes action research that aims to discover activities that motivate students in TOEFL iBT and IELTS writing classes at a private foreign language center in Vietnam. The paper shares findings from a qualitative study involving the researcher’s observations, questionnaires for writing teachers and students, and course evaluations carried out by the center. Class diaries, teacher expertise, and activities organized in a communicative way tended to motivate these students. The findings suggest a new model for effectively teaching English in a culturally-based context of learning that exists in Vietnam (Ellis, 1994; Le Ha, 2004; Lewis & McCook, 2002) and in other Asian countries with similar cultural values. Recently, Vietnamese learners have had a tendency to earn degrees from foreign countries. This has led to a demand for English courses for learners to prepare for studying abroad, which the public school curriculum cannot meet. To meet learners’ objectives, many private English language centers provide academic English courses focusing on test preparation (e.g., TOEFL iBT and IELTS). To attract more students and encourage teachers to provide interesting lessons for students, classrooms in English as a foreign language (EFL) centers have been equipped with networked computers, speakers, and projectors. Some centers have even prepared e-materials (original academic English textbooks are scanned and audio files are added) for teachers to use to improve effectiveness and encourage teachers to be innovative. Some teachers now employ the communicative language teaching approach (CLT) or design and modify textbook material with software to move away from traditional ways of teaching students with just a textbook. Despite these improvements, in a survey by the researcher (see Appendix A) of teachers of writing, three-quarters of these teachers reported that the general atmosphere in their writing courses was “quiet” (see Appendix B). (Vietnamese teachers teach writing and reading skills 1 Language Education in Asia, 2012, 3(1), 71-84. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A07/Loan