DECLARATION I hereby state that I Nguyen Thi Hoai, being a fourth-year student at Hong Duc University certify my authorship of the study entitled Applying peer correction to improve 2nd year students speaking skill at Hong Duc university: An action research at Hong Duc University.” The thesis is the study of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions. Thanh Hoa, May 2021 Nguyen Thi Hoai i ACKNOWLEDGEMENT I would like to express my special thanks to my supervisor Master Trinh Thi Hang for her constant guidance, suggestions, dedication and professionalism through my research. My deep gratitude goes to the lecturers of Hong Duc University for their interesting lectures which have inspired me to conduct this study. I am also indebted to the staff and students of Foreign Language Department at Hong Duc University for their support and participation in my research.
I wish to acknowledge, in particular, my family and my best friends who have encouraged me while I was accomplishing this study. Finally, I would like to thank the readers who have patiently read and given valuable comments on this thesis. ii ABSTRACT The purpose of the study is to investigate the current situation of teachers' giving feedback and its impacts on students learning in speaking lessons. This study was carried out at Hong Duc University with 30 students of 2nd year students.
The purpose of the study is to investigate the current situation of teachers’ giving feedback and its impacts on students’ learning in speaking lessons. Data for the research was collected from observation sheets, questionnaires, and interviews. Findings from these instruments reveal that teachers at Hong Duc University are highly aware of the importance of giving feedback on students’ speaking. Their direct feedback is mostly very useful and motivates students to talk at class.
The limitation of the study and some suggestions for further study are then drawn up. iii TABLES OF CONTENTS DECLARATION. iii TABLES OF CONTENTS. Aims of the study.
Scope of the study. Methods of the study. Design of the study .1 Theoretical background of speaking skill .1 Definition speaking skill.2 The Importance of Speaking Skill.3 Position of speaking skill in English language teaching .2 Theoretical background of teaching speaking. Definition of teaching speaking .2 The principles for teaching speaking .3 The importance of the teaching speaking skill .4 The relationship between speaking and other language.1 The relationship between speaking and listening .2 The relationship between speaking and reading.3 The relationship between speaking and writing .3 Theoretical background of peer correction .1 Definition of peer correction .2 Types of peer correction .4 Role of peer correction .1 The benefits of peer correction .2 Drawbacks of peer correction .5 The teacher and students roles in giving and receiving feedback in speaking skills.1 The teachers role .2 The students role .1 Context of the study .2 Subject of the study.
Data collection and analysis. DATA ANALYSIS, FINDINGS AND DISCUSSION. Before applying peer correction. Reasons for giving no feedback in teaching speaking English skill.
Teacher’s purposes in giving feedback for teaching speaking skill. The appropriate time for teachers giving feedback in speaking lesson. The aspects for teachers giving feedback. Teachers’ frequency of using some types of feedback.
Teachers’ opinions about types of feedback. The background information of students. Status of giving feedback in speaking skill. During and after applying peer correction.
Teachers’ interview and discussion. Rationable English has become an international language in the world as well as in Viet Nam. English is very important because of its crucial role on the path of industrialization and modernization. Knowing the important of speaking in communication, many schools in Vietnam invest to improve teaching and learning four English skills, especially speaking comprehension.
At Hong Duc university, speaking skill is taught as one of the main skills of English. With the 2nd year students of English for tourism, speaking skill is mainly focused. The reason is that these students will become tour guides or receptionists in the future so that they are requested to have good ability of speaking and listening in English. In recent years, my college has invested to improve the quality of teaching and learning four skills of English, especially speaking comprehension.
Teaching and learning condition is also improved with good furniture and authentic materials. However, students’ speaking skill is not as good as the hope because of many problems. One of the serious problems that many colleges and universities in Vietnam have to face is large English class size. At my school, there are more than thirty students in one class so that it causes many problems and difficulties for teaching and learning English, especially for practicing speaking skill.
In limited time with too large numbers of students, English teachers find it difficult to control and organize the class. Furthermore, students have few chances to practice speaking so that their speaking ability is not improved. According to Brown, HD (2000), second language learning is the process of trial and error. Errors, according to Nunan (2001) were “seen as a normal and healthy part of learning process” (p.
Making mistakes were considered as the clear evidence for the development of students. After making an error and being corrected, the learners can learn more and get experience from their mistakes so that their learning is better. Thus, correction is very important for both teacher and students to improve students’ language ability. 1 At HDU, most of errors are corrected by the teacher.
However, in a large class size, teachers cannot check and correct all mistakes for all students. As an English teacher, I find it difficult to help my students to correct their mistakes. In forty five minutes of a lesson, I can correct some mistakes of some students only. Thus, many of my students complain that when speaking, they do not know whether they make mistakes or not and how to correct error so that their English is not improved.
A Vietnamese old saying said that “Học thầy không tày học bạn”. In English it means that a student learning from a friend is better or than leaning from your teacher. I find that this saying is good use in my situation where students need to be learned in cooperative environment. According to Larsen-Freeman (2000), cooperative learning involves that students can learn from each other in groups.
Similar to this opinion, Johnson (1994) considered cooperative learning as a process of working together to accomplish shared goals. When working together, students have chance to share their experience, knowledge, ideas and also error correction. Peer correction is when students correct mistakes to each other. This technique helps to raise independence, responsibility and build the learner – centered environment.
From all the reasons above, I would like to investigate the benefits of peer correction – type of error correction techniques and also strategy of cooperative learning process- in teaching and learning speaking skill at my university. Aims of the study The main purposes of this study are: -To identify the fact of giving feedback by teachers at Hong Duc University in English speaking skill -To find out the impacts of teachers’ feedback on students in English speaking lessons to suggest on how to give feedback effectively. Research questions My research questions are: 1. Does peer correction have negative or positive effect on students’ speaking skill? 2.
Can peer correction be helpful in large English class? 3. What are students and teachers’ attitudes to peer correction? 4. Scope of the study In fact, feedback can be largely used in teaching and leaming English for students at all grades. However, in this study the research only intends to focus on giving feedback on speaking English for 2nd year students at Hong Duc University.
Therefore, the findings and suggestions may be just useful for speaking skills in similar teaching conditions. Methods of the study In order to collect sufficient data for analysis, the following methods were employed. Theoretically, the researcher spent time reading books and materials available on teaching and learning speaking to get knowledge of the subject. Moreover, in order to find out the effective ways to give feedback on speaking English lessons, two questionnaires were conducted.
One was designed for teachers and the other was for students. The research also interviewed students and teachers about giving feedback in speaking lessons to get information from participants. Observation was another method of the study. The research observed the way teachers gave feedback and the World to students in speaking skill.
Design of the study The study consists of three Parts: Part I is the INTRODUCTION States the rationale, aims of the study, research question, scope of the study, methods of the study and design of the study. 3 Part II is the DEVELOPMENT consists of 3 chapters. Chapter 1 (Literature review) presents the literature review of the study including theoretical background of speaking, teaching speaking and giving feedback. Chapter 2 (Methodology) describes context of the study, subject of the study and procedure.
Chapter 3 (Data analysis finding and discussions) analysis data collected from the survey questionnaires, the class observations and the interviews. Part III is the CONCLUSION which gives a brief summary of the study.1 Theoretical background of speaking skill 1.1 Definition speaking skill Speaking skill is one of language skills which is very important to be mastered by students in order to be good communicator. Speaking skill is the verbal use of language to communicate with others (Glenn Fulcher, 2003). Speech is about making choices.
Students must choose how to interact in expressing themselves and forming social relationship through speech. According to Hall speaking is an ability that is taken for granted, learned as it is through process of socialization through communicating (Ibid, 2003 ). Speaking skill is making use of language in ordinary voice; uttering words; knowing and being able to use a language; expressing oneself in words; making speech (A S Hornby, 1987). In short speaking can be as the way to carry out feeling through words, even conversations with other.
It means that human use words and phrases in interactive process of constructing meaning of speaking skill.2 The Importance of Speaking Skill. Language is a tool for communication. We communicate with others, to express our ideas, and to know others' ideas as well. Communication takes place where there is speech.
Without speech we cannot communicate with one another. Without speech, a language is reduced to a mere script. The use of language is an activity which takes place within the confines of our community. We use language in a variety of situations.
People at their work places, i. researchers working either in a medical laboratory or in a language laboratory, are supposed to speak correctly and effectively in order to communicate well with one another. Any gap in commutation results in misunderstandings and problems. For a smooth running of any system, the speakers of a language need to be especially and purposefully trained in the skill of speaking.
In order to become a well rounded communicator one needs to be proficient in each of the four language skills: listening , speaking, reading and 5 writing, but the ability to speak skillfully, provides the speaker with several distinct advantages. The capacity to express one's thoughts, opinions and feelings, in the form of words put together in a meaningful way, provides the speaker with these advantages. The joy of sharing one's ideas with others is immense. When we speak to others we come to have a better understanding of our own selves, as Robert Frost once said: "I am a writer of books in retrospect, I talk in order to understand, I teach in order to learn." Undoubtedly, the clarity in speech reflects clear thinking.
An effective speaker can gain the attention of the audience and hold it till the completion of his message.