Writing Attitudes and Writing Ability: A Correlational Study of Primary Learners at Blue Sky Academy, Vietnam
Abstract
The researchers studied how primary students at Blue Sky Academy in Vinh City, Vietnam, view writing and how this affects their writing skills. The study included 97 students who were in Grade 3 to Grade 5 and used total enumeration sampling to select all participants. The study used descriptive correlational research to assess writing attitudes through validated survey questionnaires which measured five dimensions while students’ writing abilities were evaluated through standardized test results, which assessed their writing skills across content, organization, and language. Researchers used mean, F-test, t-test, and Pearson correlation coefficient to analyze the data. The study found that students held positive writing attitudes, which showed most strongly through their organizational skills and their ability to provide feedback F rather than enjoyment of writing and their writing anxiety level. Writing skills showed significant variation between different grades because Grade 4 students achieved the highest level of writing skills. Students’ writing attitudes remained consistent across all grade levels. The results demonstrated a strong relationship between writing attitudes and writing ability because students with better writing attitudes achieved higher scores in their composition work. The research establishes that emotional elements serve as vital components for writing skill advancement and creates the necessity for educational methods which will develop students’ writing abilities and their positive learning attitudes. The study proposes an intervention program aimed at enhancing students’ motivation, confidence, and writing performance.