Applying revising activity to improve essay writing at an EFL class of Lac Hong university

Abstract

This study seeks to determine how essay writing can be improved through revision practice and how students respond to this practice. The research participants are students from 19NN202 who are currently majoring in English at the Faculty of the English Language at Lac Hong University. The author conducts this research in a classroom setting using qualitative research methodology and action research method. In addition, to ensure the accuracy of the data collected, the researcher employs the triangulation principle by utilizing three distinct data collection instruments, including student diaries, face-to-face semi-structured individual and group interviews, and a semi-structured individual interview. The results of the data analysis indicate that revising activity can help students improve their essay writing by encouraging them to spend more time practicing with the target language and, more importantly, by raising students' awareness of the significance of revising practice for improving writing skill. In addition, students respond positively to revision practice, with all participants affirming that they will continue this practice in future writing courses. With these desirable findings, this research becomes a significant theoretical foundation for those interested in essay writing instruction in particular and writing skill instruction in general.