Writing generally tends to pose great pressure on students due to its complexity. While VSTEP task 1 writing (writing a letter or email) only accounts for 40% of the total score, it still triggers several challenges to students. Therefore, mistakes have been made in their performances throughout the whole semester. This study then aims at investigating the most common errors on students' VSTEP task 1 writing. 30 double-major sophomores in FELTE - ULIS (Faculty of English Language Teacher Education - University of Languages and International Studies) have got the chance to do weekly writing practices individually during 15 weeks of the semester. It is pinpointed that 3 most common errors revolve around: Not utilizing all of the information given in the requirement, addressing inappropriate style/tone, as well as not fully developing the ideas. Additionally, the findings of this research suggest that being aware of frequent written mistakes would help teachers to plan more effective solutions to sharpening learners' writing performance in this task. This will consequently assist students in gaining satisfactory points in the real exam's task 1.
Pre-recorded Session VietTESOL International Convention 2022 convention@viettesol.org.vnWriting generally tends to pose great pressure on students due to its complexity. While VSTEP task 1 writing (writing a letter or email) only accounts for 40% of the total score, it still triggers several challenges to students. Therefore, mistakes have been made in their performances throughout the whole semester. This study then aims at investigating the most common errors on students' VSTEP task 1 writing. 30 double-major sophomores in FELTE - ULIS (Faculty of English Language Teacher Education - University of Languages and International Studies) have got the chance to do weekly writing practices individually during 15 weeks of the semester. It is pinpointed that 3 most common errors revolve around: Not utilizing all of the information given in the requirement, addressing inappropriate style/tone, as well as not fully developing the ideas. Additionally, the findings of this research suggest that being aware of frequent written mistakes would help teachers to plan more effective solutions to sharpening learners' writing performance in this task. This will consequently assist students in gaining satisfactory points in the real exam's task 1.
