Using the Hamburger Model to Enhance Paragraph Writing Performance for 6th graders at a secondary school in Thai Nguyen

Abstract

Writing has remained a relatively challenging skill in English language teaching and learning for many learners, including the Vietnamese. This study aims to improve the paragraph writing performance of 6th graders at a lower secondary school in a northern city of Vietnam by incorporating the Hamburger Model in writing lessons. 40 students were selected as the participants, who applied the Hamburger Model for their paragraph writing. Tests and questionnaires were used as the two main data collection tools to assess the extent of improvement in students’ writing skills, and examine their attitudes toward the use of the Hamburger Model for paragraph writing. The findings revealed a significant difference between the pre-test and post-test scores, demonstrating substantial improvement after the model's implementation. Additionally, students displayed increased confidence in their writing abilities, highlighting the effectiveness of the Hamburger Model in enhancing writing competence.