VIETNAM NATIONAL UNIVERSITY COLLEGE OF FOREIGN LANGUAGES POST-GRADUATE DEPARTMENT LA NGUYEN BINH MINH THE EFFECTIVENESS OF USING PEER CORRECTION ON IMPROVING WRITING SKILLS TO STUDENTS IN INTENSIVE ENGLISH CLASSES AT HANOI LAW UNIVERSITY (NGHIEN CUCU TINH HIEU QUA CUA VIEC SU DUNG PHUONG PHÁP NGƯỜI HỌC CHỮA BÀI CHO NGƯỜI HỌC NHẰM NANG CAO KY NANG VIET TIENG ANH CHO SINH VIÊN CÁC LỚP TANG CUONG TIENG ANH — DAL HOC LUAT HÀ NỘI) M.A Minor Thesis Field: Methodology Code: 60 1410 HANOI - 2009 VIETNAM NATIONAL UNIVERSITY COLLEGE OF FOREIGN LANGUAGES POST-GRADUATE DEPARTMENT LA NGUYEN BINH MINE THE EFFECTIVENESS OF USING PEER CORRECTION ON IMPROVING WRITING SKILLS TO STUDENTS IN INTENSIVE ENGLISH CLASSES AT HANOI LAW UNIVERSITY (NGHIEN cUU TINH BIE! QUA! CỦA VIỆC SỬ DỤNG PHƯƠNG NANG CAO K¥ NANG VIET TIENG ANH CHO SINH VIÊN CÁC LỚP TANG CUONG TIENG ANI - DAI QC LUAT IIA NOD M.A Minor thesis Field : Methodology Code : 60 1410 Supervisor: Lé Van Canh, MLA. HANOI - 2009 w TABLE OF CONTE Declaration Acknowledgements Abstract List of Abbreviations Lists of figures, tables and graphs CHAPTER1: INTRODUCTION L. Identification af the prgblarn ee 1. The Scope of the Study,.
The Purpose ofthe Study bow 1. The Significance of the Study. The Organization of the Study. cscs seen w CHAPTER2: LITERATURE REVIEW.
Approaches to Teaching Wridng: Producl vs, Process Approach. The product approach. The proocss appToach,. Delinition: Whal is peer correction? woe 2.
Why peer correction?. How to incorporate peer corection into the writing lesson? .Error! Bookmark not defined. Previous study on pect co1. Error! Bookmark not defined.
Summary of the chapter. „Error! Bookmark not defined. CITAPTER 3: METHIODOLOGY - Error! Bookmark noi defined. vi List of Abbreviations EFL English as a Forsign Language HLU Hanoi Law University Li First Language 12 Sccond Language M Mean Number Probability sD Standard Deviation SPSS.
Statistical Package for Social Sciences List of tables Page Table | 5 Sleps of the Writings Process Table 2: Product vs. Pracess Approach Table 3: Codes for peer comection Table 4: Distribution of summed scores students” attitudes in pre- and post- questionnaire Table 5: Students’ responses to Statements 1 to 12 Table 6: Means and Standard Deviations of pre- and posl-questionnaire (tam 1 12 ‘Table 7: Comparison of students’ attitudes towards peer correction between 34 yre- and post-questionuire (Tem 1 — 12) Table 8: Distribution of summed scores of the items 13-17 in the 35 questionnaires Table 9: Mean seores of students’ feclings towards poor correeliom 36 constuaints (items 13 17) ‘Table 10: Comparison of students’ attitudes towards some constraints of peer corrcelion in the pro- and post-queslionmaize (Terns 13-17) great opportunity for langnage teachers to review and ta reconsider effective ways of responses to various writings, and so pave the way for a better teaching of writing at different seales, More importantly, as being an alternative method, it may requite revision of the curonlly used materials! lexthooks in order to incorporate poor eoogtion in the writing lesson. The Organization of the Study ‘This minor thesis consists of five chapters. In this chapter, the challenge as well as approaches to EFT.
writing is briefly discussed; scope and rational of tho sludy stated. The purpose and organization of the study are also mentioned, Chapter two is the review of literature which attempts to put the study in a proper context. Chapter three describes method and procedure. Chapter four reports and analyzcs quantitative and qualitative findings.
The last chapter presents the pedagogical implications of the study and points out its limitations and suggestions for further ressarch " Peer correction is a strategy which has been strongly advised with the process approach to teaching writing and is a promising teaching tool to overcome the above mentioned problem, However, its effectiveness has not been sufficiently researched within my tgaching context. This givas the rational for Uke prosont, sturty 1. The Scope of the Study This study limits itself to the examination of the effectiveness of pear correction on students’ writing in the context of the English language program of a university. ‘The cffectivencss was toasured by mcans ofa stuilent questionnaire rafhar than with a-pro-lest and post-test instrament.
In other words, the study did not aim to find out the casual relationship between peer comection as an independent variable and student writing proficiency as a dcpendent variable, Rather, the focus of the sludy was just on the students’ perceptions of the effectiveness of peer correction on their writing.3, The Purpose of the Stuily ‘The purpose of this study is of two - fold, Hirst, this study aims at investigating students’ perceptions of the cffectivencss of pesr-comection used as an instructional strategy to improve the quality of learners’ English writings. Second, the writer of this thesis would ke lo suggest some pedagogical implications for teachers in implementing this method teaching EFL writing and suggestions for finther research, 1. The Significance af the Study ‘As stated in the previous part, the purpose of this study is to examine the effectiveness of peor correction on improving Icamers’ writing skills in the writer’s teaching context. Therefore, the results of this study will contribute a new implication to teaching EFL writue, particularly, to the area of error treatment.
If peer correction is found to be effective, it will provide teachers at HEU an alternative method to treat, crtors in students’ corpositions al small scale, and thus to improve learners’ writing proticieney. The study will also provide a great opportunity for langnage teachers to review and ta reconsider effective ways of responses to various writings, and so pave the way for a better teaching of writing at different seales, More importantly, as being an alternative method, it may requite revision of the curonlly used materials! lexthooks in order to incorporate poor eoogtion in the writing lesson. The Organization of the Study ‘This minor thesis consists of five chapters. In this chapter, the challenge as well as approaches to EFT.
writing is briefly discussed; scope and rational of tho sludy stated. The purpose and organization of the study are also mentioned, Chapter two is the review of literature which attempts to put the study in a proper context. Chapter three describes method and procedure. Chapter four reports and analyzcs quantitative and qualitative findings.
The last chapter presents the pedagogical implications of the study and points out its limitations and suggestions for further ressarch List of tables Page Table | 5 Sleps of the Writings Process Table 2: Product vs. Pracess Approach Table 3: Codes for peer comection Table 4: Distribution of summed scores students” attitudes in pre- and post- questionnaire Table 5: Students’ responses to Statements 1 to 12 Table 6: Means and Standard Deviations of pre- and posl-questionnaire (tam 1 12 ‘Table 7: Comparison of students’ attitudes towards peer correction between 34 yre- and post-questionuire (Tem 1 — 12) Table 8: Distribution of summed scores of the items 13-17 in the 35 questionnaires Table 9: Mean seores of students’ feclings towards poor correeliom 36 constuaints (items 13 17) ‘Table 10: Comparison of students’ attitudes towards some constraints of peer corrcelion in the pro- and post-queslionmaize (Terns 13-17) 3. Research Questions Error! Bookmark not defined.TiTOrf Boolimark not defined. no Error! Bookmark not defined.
Procedures - Error! Bookmark not defined. Data collection instrument - Error! Bookmark not defined. fesse Error! Bookmark not defined. CILAPTER4: FINDINGS AND DISCUSSION Error! Bookmark not defined.
Analysis of Students’ general information. Exror! Bookmark not defined. Students’ attitudes towards peer correction method 26 4.1, Students’ views on the offeetiveness 0[pser correotion 26 4.2, Students’ feelings towards the constraints of peer cotrection.3 Students” preference for peer correction 38 4. Limitations and Recommendations for further study 4 5.
Recommendations for farther studies 44 Bibliography Appendices vi List of Abbreviations EFL English as a Forsign Language HLU Hanoi Law University Li First Language 12 Sccond Language M Mean Number Probability sD Standard Deviation SPSS. Statistical Package for Social Sciences viii List of figures and graphs Page Figure 1 Sludents’ expericuce in studying English. Figure 2 Students’ self evaluation of their English standard Figure 3 Students’ perceptions of the difficulty of EFI. writing Figure 4 Students’ interest in EFL writing Figure 5 Students’ opinions about error correction Figure 6 Students’ perceptions of peer correction before the experiment Figure 7 Students’ proference for peer correction Figure 8 Students’ opinions on whether they use peer correction in the future Figure 9 Reasons for using peer correction in future Graph 1 Sampling distribution of sample mean differences (Items 1 12) Graph 2 Sampling distribution of sample mean differences (Items 13 — 17) List of Appendices Appendix 1: Pre-trealment Questionnaire Appendix 2: Post-treatment Questionnaire viii List of figures and graphs Page Figure 1 Sludents’ expericuce in studying English.
Figure 2 Students’ self evaluation of their English standard Figure 3 Students’ perceptions of the difficulty of EFI. writing Figure 4 Students’ interest in EFL writing Figure 5 Students’ opinions about error correction Figure 6 Students’ perceptions of peer correction before the experiment Figure 7 Students’ proference for peer correction Figure 8 Students’ opinions on whether they use peer correction in the future Figure 9 Reasons for using peer correction in future Graph 1 Sampling distribution of sample mean differences (Items 1 12) Graph 2 Sampling distribution of sample mean differences (Items 13 — 17) List of Appendices Appendix 1: Pre-trealment Questionnaire Appendix 2: Post-treatment Questionnaire 3. Research Questions Error! Bookmark not defined.TiTOrf Boolimark not defined. no Error! Bookmark not defined.
Procedures - Error! Bookmark not defined. Data collection instrument - Error! Bookmark not defined. fesse Error! Bookmark not defined. CILAPTER4: FINDINGS AND DISCUSSION Error! Bookmark not defined.
Analysis of Students’ general information. Exror! Bookmark not defined. Students’ attitudes towards peer correction method 26 4.1, Students’ views on the offeetiveness 0[pser correotion 26 4.2, Students’ feelings towards the constraints of peer cotrection.3 Students” preference for peer correction 38 4. Limitations and Recommendations for further study 4 5.
Recommendations for farther studies 44 Bibliography Appendices " Peer correction is a strategy which has been strongly advised with the process approach to teaching writing and is a promising teaching tool to overcome the above mentioned problem, However, its effectiveness has not been sufficiently researched within my tgaching context. This givas the rational for Uke prosont, sturty 1. The Scope of the Study This study limits itself to the examination of the effectiveness of pear correction on students’ writing in the context of the English language program of a university. ‘The cffectivencss was toasured by mcans ofa stuilent questionnaire rafhar than with a-pro-lest and post-test instrament.
In other words, the study did not aim to find out the casual relationship between peer comection as an independent variable and student writing proficiency as a dcpendent variable, Rather, the focus of the sludy was just on the students’ perceptions of the effectiveness of peer correction on their writing.3, The Purpose of the Stuily ‘The purpose of this study is of two - fold, Hirst, this study aims at investigating students’ perceptions of the cffectivencss of pesr-comection used as an instructional strategy to improve the quality of learners’ English writings. Second, the writer of this thesis would ke lo suggest some pedagogical implications for teachers in implementing this method teaching EFL writing and suggestions for finther research, 1. The Significance af the Study ‘As stated in the previous part, the purpose of this study is to examine the effectiveness of peor correction on improving Icamers’ writing skills in the writer’s teaching context. Therefore, the results of this study will contribute a new implication to teaching EFL writue, particularly, to the area of error treatment.
If peer correction is found to be effective, it will provide teachers at HEU an alternative method to treat, crtors in students’ corpositions al small scale, and thus to improve learners’ writing proticieney.
