Submitted by Le Hoang Phuc ID number: 18072551 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES ------ GRADUATIONTHESIS STUDENT NAME: LE HOANG PHUC ID NUMBER: 18072551 CLASS CODE: DHAV14E COHORT: 2018 - 2022 SUPERVISOR NAME: LE THI THUY.MA HCMC, 12/2021 Submitted by Le Hoang Phuc ID number: 18072551 Student name : ………………Le Hoang Phuc……………………………. Class Code : …………………DHAV14E…………………………. Supervisor Name : ………………LE THI THUY, M.…………………………… Student’s declaration: I declare that this graduation report is entirely my own work and does not involve in plagiarism or collusion. It also has not been accepted as part of a submission to another purpose elsewhere.
I accept heavy penalty for any cheating or plagiarism. Date submitted : ………9th December 2021……………… Signed : ……………………… Word count : 9656 words Submitted by Le Hoang Phuc ID number: 18072551 A STUDY ON THE ENGLISH-MAJORED SOPHOMORES’ RESPONSES TO PEER REVIEW TECHNIQUE AND THE DIFFICULTIES IN APPLYING THE ACTIVITIES IN THEIR WRITING 2 CLASSES AT FFL, IUH Submitted by Le Hoang Phuc ID number: 18072551 ABSTRACT For English language learners, especially the starters, learning how to write is essential. However, it is unfortunate that most of them find it difficult in improving their writing skills. I order to do so, a research on applying peer evaluation technique for feedbacks on students’ writings has been carried out.
The main subjects of this research are the sophomores who are participating in Writing 2 courses at FFL in IUH. The two instruments that have been used to collect data are quantitative and qualitative methods. Through the observation of the Writing 2 classes (to observe the teachers’ instructions; the students’ attitudes toward pair and group activities; the progress of applying peer review technique), and the collection of data from the students’ feedbacks in class (to clarify the quality of the given suggestions) and the answers recommended by 232 participated sophomores in the online questionnaire survey (to discover the learners’ difficulties and the reasons behind it) Submitted by Le Hoang Phuc ID number: 18072551 ACKNOWLEDGEMENT During the process of doing my graduation thesis, I have received a lot of support and encouragement and that has helped me to get through this period completely. Although this is not a perfect graduation thesis, but this is the result of my hard-working time and I will always remember these meaningful days.
First, I would like to express my gratitude to my supervisor - Ms. Le Thi Thuy. She was very patient in guiding and giving me valid feedbacks, pointing out the mistakes that I still have and how to fix them in this graduation thesis. For me, Ms.
Thuy is one of the most wonderful and caring supervisor. Second, I want to thank my team members. They are responsible members, full of enthusiasm, energy and always optimistic although the process we did our research not easy at all. Completing this research is the result of long days of hard work and the process we putted our effort.
Finally, I would like to thank the sophomores at IUH and the teachers who are teaching at FFL, IUH. They created a convenient condition and always able to help and that’s why it was possible for me to successfully complete this research. I will always appreciate this help and the time I did graduation thesis will be my fond memories about the lastest time of student life. Submitted by Le Hoang Phuc ID number: 18072551 Table of Contents MINISTRY OF INDUSTRY AND TRADE.
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An overview of peer evaluation. An overview of paragraph writing. The definition of writing. The process of writing.
The definition of paragraph. The structure of a paragraph. Techniques in writing class. Rubrics for evaluation (instructions).
Students’ challenges/difficulties in applying peer evaluation activity. Investigation in students’ responses of peer evaluation. Research site/Context:. Research methodology and research methods.
20 CHAPTER IV: FINDINGS AND DISCUSSIONS. 44 Submitted by Le Hoang Phuc ID number: 18072551 CHAPTER 1: INTRODUCTION Supervisor: Le Thi Thuy, M. 1 Submitted by Le Hoang Phuc ID number: 18072551 1. Rationale In the learning process of a new language, the four obligatory skills that learners must acquire are Listening, Speaking, Reading, and Writing.
However, standing out from the rest, Writing is frequently being underestimated by many learners for its lack of attentions and low expectations. For instance, writing learners cannot figure out and solve the literary mistakes they have made in their writing assignments since the teacher did not have enough time to correct all of them in details and the numbers of attendance in one writing class are too many. For those reasons, the researchers believed that peer review technique is an alternative method of enhancing and improving the learning experience of this skill by applying it into Writing 2 classes. However, the researchers did not have any further information on the difficulties the students may encounter when participating in this experiment process.
Therefore, a study on the English-majored sophomores’ responses to peer review technique and the difficulties in applying the activities in their writing 2 classes at FFL, IUH is needed to address this issue. This method assists learners, especially English-majored sophomores at IUH, in the progress of getting familiar to peer review technique and improving the learners’ writing quality through peer assessments in writing classes.2 Research Objectives In this specific research, the researchers mainly focus on the responses and the difficulties of English-majored sophomores at IUH when taking part in the peer review activities. Firstly, the researchers’ main aim is to figure out what difficulties second year English-majored students will encounter in writing 2 classes and how they will response to those challenges. Secondly, through this research, researchers will be able to have a closer look at the reasons that lead to such difficulties in applying peer evaluation technique.
Finally, the researchers are looking forward to the soon-conducted fact that this peer review technique will be widely used and become one of many effective methods of improving students' writing skills in writing classes. What are the English-majored sophomores’ perceptions of peer evaluation in Writing 2 classes at IUH? 2. What are the difficulties that the learners may encounter when applying peer evaluation technique in Writing 2 classes at IUH? 3. What are the factors that lead to these difficulties in applying peer review technique in Writing 2 classes at IUH? Supervisor: Le Thi Thuy, M.
2 Submitted by Le Hoang Phuc ID number: 18072551 1.4 Scope of the study Because of the limitation of time, abilities, and conditions of the researchers, especially when the researchers’ country is going through the COVID-19 pandemic, the study encounters several obstacles. First of all, the research team was only able to poll over roughly 200 English- majored sophomores through online questionnaire survey. The researchers enlisted the help of a big number of IUH sophomores majoring in English in order to ensure and increase the reliability of the research. Moreover, because this topic is relatively new to the researchers, finding references for it can be a bit challenging.
In conclusion, the researchers hope to unravel the difficulties and its reasons in the process of applying online peer evaluation in writing classes of English-majored sophomores at IUH. Nonetheless, the researchers also want to know whether applying online peer-evaluation is one of many effective strategies for English language learners to improve their writing skills in online classes or not. Supervisor: Le Thi Thuy, M. 3 Submitted by Le Hoang Phuc ID number: 18072551 Supervisor: Le Thi Thuy, M.
4 Submitted by Le Hoang Phuc ID number: 18072551 Chapter II: LITERATURE REVIEW Supervisor: Le Thi Thuy, M. 5 Submitted by Le Hoang Phuc ID number: 18072551 2. An overview of peer evaluation 2. The definition of peer evaluation According to Kelly & Sadeghieh & Adeli (2014), peer review, or can be known as peer assessment, has been defined as “a process of subjecting an author's scholarly work, research or ideas to the scrutiny of others who are experts in the same field”.
Or in the educational environment, peer evaluation is a well-known teaching method, especially in writing classes, which makes use of other learners as replaceable sources of information to exchange and give feedbacks to other’s writing materials. Despite being one of the most reliable and widely used methods for academic purposes in recent years, peer evaluation is quite different from when and it was created about three centuries ago. In 1731, peer evaluation was first introduced to scholarly publication by the Royal Society of Edinburgh as the new alternative way to publish a collection of peer-reviewed medical articles for the purpose of increasing the quality of scientific research books and documents. Today, peer review is added into schools, especially universities as to complement modern educational purposes.
Gieve (1998) and Thompson (2002) both believed that peer review is generally a required ability since reading one’s writing and being able to give valid feedbacks are necessary skills for quality writing and success academic purposes. Furthermore, during peer evaluation activities, students have an opportunity to participate in a reflective and criticism environment of educational arguments. An overview of paragraph writing 2. The definition of writing Writing skills are “specifics abilities which help writers put their thoughts into words in a meaningful form and to mentally interact with the message” (Harmer, 2007:33).
In addition, Writing can also be understood as the whole progress of using an amount of letters, punctuation and spaces to represents a specific idea, thought, emotion with certain meaning. In a specific environment, such as university, learners are obligated to use their own knowledge to form a written material with efficiency in order to prove and strengthen their opinions with valid and suitable supporting statements. The process of writing Nowadays, there have been a large number of writing processes developing through all the ages. However, each one of them contains a different way of explicit the information.
Therefore, according to the Kansas University Academic Support Centers, there are 5 commonly used steps in any types of Writing: Supervisor: Le Thi Thuy, M. 6 Submitted by Le Hoang Phuc ID number: 18072551 Step 1. Pre-writing: The very first step in writing a paragraph requires some certain aspects. At the very first phrase of writing an essay, it is practical to take these following categories such as deciding on the topic of the essay; having a closer understanding of the topic of the essays; taking the method of writing into consider; brainstorming for more supporting ideas; and working on the style of writing into consider.
Research (not necessary): If you already have enough information and ideas for the essay, then this step is no longer required. However, if you are under-prepared or afraid of writing with nothing in your mind, doing some research about the ideas and the pieces of information vaguely appear in your mind in order to clarify it is true or not is a good way to optimize and strengthen your opinions. Drafting: Once you have acquired enough data to begin writing an essay, it is time to write. However, at this particular step, the main purpose is to give out a brief version of your writing.
Basically, you only need to display your ideas as general as possible, then you read it again and keep on writing. It is fine if the sentences or the vocabularies are not perfect. This step can easily be understood as a cycle of brief reading and writing acts. Revising: This is the step when you correct any grammatical or vocabulary mistakes that occurred in your essays and add or remove any irrelevant ideas.
This step is considered to be the most important step because it helps you to scan through all the displayed ideas and words before moving to the final step.