COMPLEX SENTENCES USED IN ENGLISH-MAJORED STUDENTS’ ESSAY WRITING: PEDAGOGICAL IMPLICATIONS

Authors

  • Do Thanh Nhan School of Foreign Languages, Can Tho University, Vietnam
  • Trinh Quoc Lap School of Foreign Languages, Can Tho University, Vietnam

DOI:

https://doi.org/10.46827/ejes.v10i4.4757

Keywords:

complex sentences, essay writing, pedagogical implications

Abstract

The research investigates the use of complex sentences in students’ essay writing, exploring pedagogical implications for teachers to enhance students’ writing proficiency. 212 essays were collected from English-majored students in the last semester for essay learning at Can Tho University, but only 162 essays were qualified for analysis, equivalent to the number of essays in the corpus by Truong & Do (2021). Their complex sentence structures were analyzed and compared with the corpus to identify similarities and differences in the use of complex sentence structures. The findings of this research suggest that there are clear patterns in the types and frequency of complex sentences used by students, which may have implications for the design of the curriculum as well as the teaching and learning of writing essays. Implications for classroom practice and future research directions are discussed.

 

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Author Biographies

  • Do Thanh Nhan, School of Foreign Languages, Can Tho University, Vietnam

    Do Thanh Nhan is currently a lecturer at Can Tho University, Vietnam. He has been teaching for 10 years. His research focuses on linguistics and how to apply language teaching methods in real contexts for better practices. In the years to come, he hopes to publish more linguistically related articles.

  • Trinh Quoc Lap, School of Foreign Languages, Can Tho University, Vietnam

    Trinh Quoc Lap is currently Associate Professor and the Dean of the School of Foreign Languages, Can Tho University, Vietnam.

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Published

2023-03-31

Issue

Vol. 10 No. 4 (2023)

Section

Articles

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