Improving learners' academic IELTS writing performance through modeling Nâng cao kha ̉ năng viết IELTS ho ̣ c thuâ ̣ t cho hc viên qua vic gii thiu bi mu Đon Thị Hương University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10 Supervisor : M.A. Lâm Thi ̣ Phu ́ c Hân Năm bảo v: 2012 Abstract. A challenge for English teachers working on EAP or IELTS preparation course is to find methods to teach writing in general and essay writing in particular more efficiently and effectively. The purpose of this study is to investigate the difficulties in learning IELTS writing, to explore the role of model texts (sample texts) as a source of teaching tool, and learners and teachers’ opinions about the use of model texts in a writing class. In order to achieve the aims, three data collection instruments, namely survey questionnaire, tests, and interview, were employed with the participants of thirty learners studying in a preparation course and four teachers at London Foreign Language Centre. The results showed that the learners had to face many difficulties in learning IELTS writing skills and model texts did bear a significant impact on the writing improvement of the learners. In addition, all the interviewees expressed their satisfactions with the use of model texts. Keywords. Ngôn ngữ; Tiếng Anh; Kỹ năng viết; Phương pháp giảng dạy Content. The study is divided into three parts. The first part is the introduction dealing with the rationale, aims, scope, significance, methods and organization of the study. The second part is the main part of the paper with three chapters. Chapter 1: provides the background for the study, including a review on key concepts relating to the research topic. This chapter also briefly discusses the literature in the field to reveal the research gap that needs to be filled. Chapter 2: present the research methods adopted in the study. Justifications of the chosen research instruments as well as their implementation are also provided. Chapter 3: reveals the results of the study and the discussions of the results. The last part is the conclusion that summarizes the major findings of the study. This chapter also gives recommendations to both learners and teachers in order to improve the learning and teaching IELTS writing skills. Besides, some limitation of the study and suggestions for further studies are put forward. Following this part are the Appendices and References. References. 1. Abe, M. (2008). Exploring the role of model essays in the IELTS writing Test: A feedback tool. Retrieved December 2011 from http://www.asian-efl journal.com/Thesis_M_Abe.pdf. 2. Atkinson, D., & Ramanathan, V. (1995). 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Oxford: Oxford Universiy Press. UCLES (2007). International English Language Testing System. Retrieved on April 8, 2012 from http://www.cambridgeesol.org/exam/academic/bg_ielts.htm 25. Uysal, H.H. (2010). A critical review of the IELTS writing test. ELT Journal, 64 (3). 314-320. 26. Watson, C. B. (1982). The use and abuse of models in the ESL writing class. TESOL Quarterly, 16 (1), 5-13. 27. Wu, C. C. (2002). A case study of the rhetorical analysis via expository models on Taiwanese freshmen’s English compositions. M.A thesis, National Tsing Hua University, Hinchu, Taiwan. . Improving learners' academic IELTS writing performance through modeling Nâng cao kha ̉ năng viết IELTS ho ̣ c thuâ ̣ t cho hc viên qua vic. http://www.cambridgeesol.org/exam /academic/ bg _ielts. htm 25. Uysal, H.H. (2010). A critical review of the IELTS writing test. ELT Journal, 64 (3). 314-320. 26. Watson, C. B. (1982). The use and abuse of models in the ESL writing. Introducing Writing. 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