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This research investigates the effectiveness of writing workshops in enhancing the writing proficiency of first-year university students at Thang Long University. The study employs a mixed-methods approach, combining quantitative and qualitative data to provide a comprehensive evaluation of the workshops' impact. A total of 167 students participated in the study, undergoing pre-test and post-test assessments to measure improvements in organization, clarity, grammar, and argumentation using standardized rubrics. Quantitative results from paired samples t-tests revealed significant improvements across all assessed aspects of writing, with mean differences indicating enhanced writing skills post-intervention. Qualitative data, collected through interviews, focus groups, reflective journals, and observations, corroborated these findings and provided deeper insights into the specific components of the workshops that were most effective. Students highlighted the value of peer review for receiving diverse feedback, the detailed guidance from instructor feedback, the collaborative learning fostered by group writing exercises, and the continuous improvement encouraged by iterative drafting. The integration of qualitative and quantitative findings suggests that each component of the writing workshops contributed uniquely to the overall improvement in writing proficiency. Despite the overall positive impact, challenges such as variability in peer feedback quality, the need for more frequent instructor interactions, and the time-intensive nature of iterative drafting were identified.
Le Thi Ngoc Tuyen (Sat,) studied this question.