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Issue: 2026: Social Sciences and Humanities Issue - Online First
Section: Social Sciences and Humanities Issue (Vietnamese)
DOI: 10.52714/dthu.sch.2648.1848
Date Published: 17/04/2026
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Nguyen, H. T., Tran, D. V., & Tran, T. T. H. (2026). Current French writing skills of non-major students at Can Tho University through self-assessment. Dong Thap University Journal of Science, Online First, 1-15. https://doi.org/10.52714/dthu.sch.2648.1848

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Current French writing skills of non-major students at Can Tho University through self-assessment

Hoang Thai Nguyen1, , Doan Vinh Tran2, Thi Thu Huong Tran2
1 VNU University of Education, Vietnam National University, Hanoi, Vietnam; School of Foreign Languages, Can Tho University, Vietnam
2 VNU University of Education, Vietnam National University, Hanoi, Vietnam

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Abstract

This study investigates the current French writing skills among non-major students at Can Tho University through self-assessment. It is to identify strengths and limitations in students’ writing abilities. Quantitative data were collected from 273 students enrolled in basic French courses. The questionnaire assessed five key components of writing skills: vocabulary, grammar, spelling, text structure, and presentation style. Descriptive statistics, including mean scores and standard deviations, were used to evaluate students’ confidence and self-perception in each area. Results indicate that students feel most confident in spelling (mean = 3.55) and vocabulary (mean = 3.52), suggesting a solid foundation in these two basic skills. However, confidence significantly drops in more advanced aspects such as diverse grammatical structures (mean = 3.12), complex sentence construction (mean = 3.05), and dynamic presentation style (mean = 3.14). These findings highlight the need for enhanced instructional focus on practical writing activities to support the development of higher-order writing skills.

Keywords

French, non-major students, self-assessment, writing.

Article Details

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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