VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES ARRAREARAAR ARERR PHAM THI LAN HU USING PEER FEEDBACK ON ENHANCING WRITING PARAGRAPH SKILLS FOR STUDENTS AT GRADE 12 IN LUONG THE VINH HIGH SCHOOL, HANOI: ACTION RESEARCH Sứ dụng hình thức “sửa lỗi đằng đẳng” nhằm nâng cao kĩ năng viết đoạn cho học sinh lớp 12 trường TIIPT Lương Thế Vinh, HA Noi: Nghiên cứu hành động MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hã Nội - 2017 VIET NAM NATIONAL UNIVERSITY, HA NOL UNIVERSITY OF LANGUAGES & LNTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES AARR RAR AR ARR RARER PHAM THI LAN HU USING PEER FEEDBACK ON ENHANCING WRITING PARAGRAPII SKILLS FOR STUDENTS AT GRADE 12 IN LUONG THE VINA AIGH SCHOOT., HANOI: ACTION RESEARCH Sử dụng hình thức “sửa lỗi đẳng đẳng” nhằm nâng cao kĩ năng vié cho học sinh lớp 12 trường TIIPT Lương Thế Vinh, Hã Nội: Nghiên cứu hành dộng M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. pO MINIIIIOANG DECLARATION I. hereby certuly that the thesis enlilled “Using peer feedback on enhancing writing paragraph skills for students at grade 12 in Luong ‘The Vink high school, Ha Noi - Action research” is the resull of my own research for the Degree of Master at the University of Languages and Intemational Studies, Viet Nam National University, and this thesis has not been submitted for any other degrees.
Ha Noi, 2017 Pham Thi Lan Huong LIST OF ABBRIVIATIONS ELT: Enghsh Language Teaching ESL: English Second Language L2: Sccond language vil TABLE OF CONTENTS DECLARATION 0n yaaaa4a4. ii LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS. viti PART I: INTRODUCTION. Rationale of the study.
- 1 Aims of the study. tà 3 Research questions - 3 4. The scope of the study. 6 Significance of the slady 4 7.
The structure of the thegis. à scnnienirrireriorrerereo Ổ PART If DEVELOPMENT - 6 CHAPTER1: LITERATURE REVIEW 6 1. The nature of writing cesses sie vsessteetstsiesissiestnstneatscasnns 6 2 Writing approaches - 6 2.1 The produet apptoaeb.2 The process approach 8 2.3 The gons approach. 12 iv ACKNOWLEDGEMENTS I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study.
‘This paper would not have been possible without his constant support and encouragement. His patience and helpful criticism helped me confidently express my ideas into this paper. I regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and Intemational Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully. Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study ABSTRACT This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s allitudes towards using (lis new lechmique.
The participants included one English teacher who is also the researcher and 10 non-major English students trom the class. ‘The participants took part in the intervention stage in an action research which the new lechique was applied in Ihe first semester of grade 12. The data were collected through the student’s feedback form in 7 weeks and survey questionnaire for students. The results showed that peer feedback improved considerably students’ writing skills in the frequency of making mistakes.
Tn addition, the study also indicated that most of the students had positive attitudes toward this new technique. Some pedagogical implications. limitations and suggestions for further studies were inchuded! in this stucly. PART III: CONCLUSION.
1 Summary of the study 2. Limitations and suggestions for fiather research. 45 APPENDICES vscccsncseseenesenssennntnesee see APPENDIX 1: PRE- QUESTIONNAIRE APPENDIX 2: POST- QUESTIONNAIRE APPENDIX 3: DATA ON PRE-QUESTIONNAIRE APTTNDIX 4: DATA ON POST — QUESTIONNAIRE. APPENDIX 5: STUDENT FEEDBACK FORM.
APPENDIX 6: DETAILED ACTION PLAN. PART III: CONCLUSION. 1 Summary of the study 2. Limitations and suggestions for fiather research.
45 APPENDICES vscccsncseseenesenssennntnesee see APPENDIX 1: PRE- QUESTIONNAIRE APPENDIX 2: POST- QUESTIONNAIRE APPENDIX 3: DATA ON PRE-QUESTIONNAIRE APTTNDIX 4: DATA ON POST — QUESTIONNAIRE. APPENDIX 5: STUDENT FEEDBACK FORM. APPENDIX 6: DETAILED ACTION PLAN. ABSTRACT This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s allitudes towards using (lis new lechmique.
The participants included one English teacher who is also the researcher and 10 non-major English students trom the class. ‘The participants took part in the intervention stage in an action research which the new lechique was applied in Ihe first semester of grade 12. The data were collected through the student’s feedback form in 7 weeks and survey questionnaire for students. The results showed that peer feedback improved considerably students’ writing skills in the frequency of making mistakes.
Tn addition, the study also indicated that most of the students had positive attitudes toward this new technique. Some pedagogical implications. limitations and suggestions for further studies were inchuded! in this stucly. LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle Table 1: Schedule of data collecting procedure Chart 1: Tolal number af mistakes in pro-lesl and post-test Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback Table 3: Student’s attitude towards the benefits of peor feedback Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback Chart 4: Student’s view on using peer [cedback in the future ABSTRACT This study aimed al investigating the cflevliveness of peor fevdback in wriling lessons of the grade 12 students at Luong ‘the Vinh high school and the student’s allitudes towards using (lis new lechmique.
The participants included one English teacher who is also the researcher and 10 non-major English students trom the class. ‘The participants took part in the intervention stage in an action research which the new lechique was applied in Ihe first semester of grade 12. The data were collected through the student’s feedback form in 7 weeks and survey questionnaire for students. The results showed that peer feedback improved considerably students’ writing skills in the frequency of making mistakes.
Tn addition, the study also indicated that most of the students had positive attitudes toward this new technique. Some pedagogical implications. limitations and suggestions for further studies were inchuded! in this stucly. LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle Table 1: Schedule of data collecting procedure Chart 1: Tolal number af mistakes in pro-lesl and post-test Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback Table 3: Student’s attitude towards the benefits of peor feedback Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback Chart 4: Student’s view on using peer [cedback in the future ACKNOWLEDGEMENTS I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study.
‘This paper would not have been possible without his constant support and encouragement. His patience and helpful criticism helped me confidently express my ideas into this paper. I regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and Intemational Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully. Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study 3.
PART III: CONCLUSION. 1 Summary of the study 2. Limitations and suggestions for fiather research. 45 APPENDICES vscccsncseseenesenssennntnesee see APPENDIX 1: PRE- QUESTIONNAIRE APPENDIX 2: POST- QUESTIONNAIRE APPENDIX 3: DATA ON PRE-QUESTIONNAIRE APTTNDIX 4: DATA ON POST — QUESTIONNAIRE.
APPENDIX 5: STUDENT FEEDBACK FORM. APPENDIX 6: DETAILED ACTION PLAN. LISTS OF FIGURES, TABLES AND CHARTS Figure 1: Action research ycle Table 1: Schedule of data collecting procedure Chart 1: Tolal number af mistakes in pro-lesl and post-test Table 2: Total number of mistakes identified by toacher and students Chart 2: Student's interest in peer feedback Table 3: Student’s attitude towards the benefits of peor feedback Chart 3: Student’s aitiludes lowards benefits of pecr [ecdback Chart 4: Student’s view on using peer [cedback in the future TABLE OF CONTENTS DECLARATION 0n yaaaa4a4. ii LIST OF ABBRIVIATIONS vũ LISTS OF FIGURES, TABLES AND CHARTS.
viti PART I: INTRODUCTION. Rationale of the study. - 1 Aims of the study. tà 3 Research questions - 3 4.
The scope of the study. 6 Significance of the slady 4 7. The structure of the thegis. à scnnienirrireriorrerereo Ổ PART If DEVELOPMENT - 6 CHAPTER1: LITERATURE REVIEW 6 1.
The nature of writing cesses sie vsessteetstsiesissiestnstneatscasnns 6 2 Writing approaches - 6 2.1 The produet apptoaeb.2 The process approach 8 2.3 The gons approach.2 Advantages of using peer feedback 13 4.3 Disadvantages of using, peer feedback.4 Related studies on using peer feedback in writing lesson 16 4. wld | Research method 1.2 Nunan’s action research model 20 1.3 Action research procedure for this study 32 2. Data collsction instrumenls.2 Student°s fssdback form.2 The teacher — the ressarcier. The procedime of data collection.
30 CHAPTER 3: DATA ANALYSIS AND DISCUSSION 1. The effectiveness of peer feedback in writing skill 1.1 The result of pre-test and post - test.2 Frequency of making mistakes Attitudes of students towards using peer feedback in writing lessons.1 Student’s general attitude towards using peer feedback in the writing lessons .2 Student’s attitude towards the benefits of using peer feedback in writing lessons 3S 2.3 The student’s view on the use of peer feedback in the fixture sa ACKNOWLEDGEMENTS I would like primarily to thauk Dr, Dé Minh Hoang for helping me complete this study. ‘This paper would not have been possible without his constant support and encouragement. His patience and helpful criticism helped me confidently express my ideas into this paper.
I regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and Intemational Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge My special thanks go to my dear students at grade 12V3, Luong The Vinh high school, Hanoi who has helped me enthusiastically in writing lessons by applying the new technique and doing, questionnaire carefully. Finally, I would also like to express my deep gratitude and love to my devoted parents, my brother, my husband and my friends who gave me time and encouraged me lo complete this study 3. PART III: CONCLUSION. 1 Summary of the study 2.
Limitations and suggestions for fiather research. 45 APPENDICES vscccsncseseenesenssennntnesee see APPENDIX 1: PRE- QUESTIONNAIRE APPENDIX 2: POST- QUESTIONNAIRE APPENDIX 3: DATA ON PRE-QUESTIONNAIRE APTTNDIX 4: DATA ON POST — QUESTIONNAIRE. APPENDIX 5: STUDENT FEEDBACK FORM. APPENDIX 6: DETAILED ACTION PLAN.
PART III: CONCLUSION. 1 Summary of the study 2. Limitations and suggestions for fiather research.
