VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ----------***---------- NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 HANOI - 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ----------***---------- NGUYỄN THỊ NGỌC ANH TEACHING WRITING IN LARGE CLASSES THROUGH PEER TUTORING IN UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES DẠY KĨ NĂNG VIẾT Ở LỚP ĐÔNG THÔNG QUA HOẠT ĐỘNG TRỢ GIẢNG GIỮA NGƯỜI HỌC VỚI NGƯỜI HỌC TẠI TRƯỜNG ĐẠI HỌC KINH TẾ-KỸ THUẬT CÔNG NGHIỆP M. MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 601410 Supervisor: Phan Thị Vân Quyên, M.A HANOI - 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iii ABSTRACT This study was carry out to investigate (1) current situations of use of peer tutoring in large writing classes (2) advantages of use of peer tutoring in large writing classes and ( 3) difficulties of use of peer tutoring in large writing classes. 250 students and 6 teachers are asked to answer survey questionnaires.
In addition, to clarify the issues raising from the questionnaires, interview and classroom observation were conducted. The result showed the evaluation of students and teachers toward use of peer tutoring in large writing classes. Because of large-size classes, writing stages is often used peers and teachers mainly use dyadic fixed-role tutoring and match peers based on their students’ knowledge. In contrast, students appreciated the effectiveness of dyadic reciprocal-role tutoring.
In terms of advantages, both of them have the same ideas of advantages in peer tutoring such as: establishing close relationships, providing real audience for writer and reducing discomfort in large writing classes. There is little contrast but it is not considerable. Besides, in terms of difficulties in peer tutoring, three most difficult issues are listed by both students and teachers: lack of facilities in classes and time. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv TABLE OF CONTENTS Page PART A: INTRODUCTION.
Rationale of the study. Aims of the study and research questions. Scope of the study. Design of the study .1 An overview of teaching writing.
Writing versus speaking.3 Approaches to teaching writing. Approaches to teaching writing .2 Controlled to Free Approach………………….3 Free-Writing Approach ………………………………………………….4 Paragraph-Pattern Approach………………………….5 Grammar- Syntax-Organization Approach………….3 Post-writing stage ………………………………………. Definition of large classes.2 Problems of large classes …………………………………….1 What is peer tutoring? ……………………………………. 11 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.2 Criteria for matching peers………………………………….3 Formats of peer tutoring ………………………………….4 Advantages and difficulties of peer tutoring…………………………………….1 Advantages of peer tutoring…………………………………….1 At the student level …………………………………….2 At the teacher level …………………………………….3 At the system level …………………………………….2 Difficulties in peer tutoring…………………………………….4 Teaching writing in large classes through peer tutoring ……………………… 15 1.1 Using peer tutoring in stages of process writing……………………………… 15 1.1 Peer tutoring in Pre - writing stage…………………………………….2 Peer tutoring in Writing stage…………………………………….3 Peer tutoring in Post- Writing stage…………………………………….5 Effectiveness of using peer tutoring in large writing classes……………………… 16 1.
Context of the study .3 Data collection procedure. 20 CHAPTER 3: DATA ANALYSIS AND FINDINGS. Data analysis from students’ survey questionnaire…………………………………21 3.1 Students’ evaluation of current situations of use of peer tutoring………….……21 in large writing classes.1 Frequency of use of peer tutoring in writing classes in UNETI…………………21 3.2 Students’ evaluation of use of peer tutoring and writing stages…………….3 Students’ evaluation of Formats of peer tutoring in large writing classes ……… 22 3.4 Students’ evaluation of currently-used criteria for matching peers.2 Students’ evaluation of Advantages of peer tutoring in large writing classes.3 Students’ evaluation of Difficulties of peer tutoring in large writing classes. ……25 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Data analysis from teachers’ survey questionnaire…………………………….1 Teachers’ evaluation of frequency of using peer tutoring………………….…… 26 in writing classes in UNETI 3.2 Teachers’ use of use of peer tutoring and stages of writing ……….3 Teachers’ use of Formats of peer tutoring in large writing classes ……….4 Teachers’ Criteria of matching peers…………………………….3 Teachers’ evaluation of Advantages of peer tutoring in large writing classes………29 3. Teachers and students’ evaluation of current situations of use of peer tutoring in large writing classes in UNETI……………………………………………….1 Frequency of use of peer tutoring in large classes……………………………… 30 3.2 Peer tutoring and stages of writing in large classes in UNETI.3 Formats of peer tutoring in large writing classes in UNETI.4 Criteria of matching peers in large writing classes in UNETI.5 Advantages of peer tutoring in large writing classes in UNETI.6 Difficulties of peer tutoring in large writing classes in UNETI. 34 CHAPTER FOUR: RECOMMENDATIONS………………………………………… 35 4.1 Upgrading facilities in classes…………………………….2 Improving some class activities …………………….1 Combining three formats of tutoring……………………………………….2 Encouraging students to communicate in English………………….3 Bettering the activities of pre-writing stage…………………….1 Identifying the purpose and audience……………… ….5 Asking journalists’ question …………………….4 Bettering the activities of post-writing stage…………………….5 Training students as tutors…………………………. Summary and conclusion of the study.
40 LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Limitations of the study. Recommendations for further study. 42 Appendix A Appendix B Appendix C Appendix D Appendix F LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com viii LIST OF FIGURES & TABLES Figure 1: Students’ evaluation of frequency of using peer tutoring in writing……….
21 classes in UNETI Figure 2: Students’ evaluation of advantages of peer tutoring in large writing classes….25 Figure 3: Students’ evaluation of difficulties of peer tutoring in large classes………….25 Figure 4: Teachers’ evaluation of frequency of using peer tutoring in writing classes….26 in UNETI Figure 5 : Teachers’ evaluation of advantages of peer tutoring in large writing…………29 Figure 6: Teachers’ evaluation of difficulties of peer tutoring in large classes…………. 30 Figure 7: Teachers & Students’ evaluation of use of peer tutoring in large writing ……. 31 classes Figure 8: Teachers & Students’ evaluation of advantages of peer tutoring in large …….32 writing classes Figure 9: Teachers & Students’ evaluation of difficulties of peer tutoring in large………33 writing classes. Table 1: Challenges to teachers and students…………………………………………….10 Table 2: Frequency of using peer tutoring in large writing classes………………………22 Table 3: Students’ evaluation of frequency of teacher’s using formats of peer ……….23 tutoring Table 4: Students’ evaluation of Effectiveness of teacher’s using formats of …………23 peer tutoring.
Table 5: Students’ evaluation of frequency of using criteria of matching peers……………23 Table 6: Teachers’ evaluation of Frequency of using peer tutoring in stages …………. Table 7: Teachers’ evaluation of Effectiveness of using peer tutoring in ………………27 stages of writing………………………………………………………………….27 Table 8: Teachers’ evaluation of Frequency of teacher’s using formats of …………….27 peer tutoring Table 9: Teachers’ evaluation of Effectiveness of teacher’s using formats…………… 27 of peer tutoring Table 10 : Teachers’ evaluation of Frequency of using criteria of matching peers………… 28 Table 11: Teachers’ evaluation of Effectiveness of criteria of matching peers…………… 29 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1 PART A: INTRODUCTION 1. Rationale Numerous methodologies have emerged in the field of education throughout the centuries. One of the methods is peer tutoring “Peer tutoring refers to the concept of students teaching other students in formal or informal learning situations that are delegated, planned or directed by the teacher” ( Wagner( 1982-5)).
A lot of researches states that peer tutors are effective in helping students with the different stages of the writing process which is considered to be the most difficulty and complex skill in teaching and learning English language. Moreover, Johnson and Johnson( 1975-37) showed that “ peer tutoring takes the pressure off the teacher by allowing her to teach a large group of students, at the same time, it allows the slow learners the individual attention they need.” Buckholt and Wodarski( 1978-50) added that “ peer tutoring can reduce anxiety caused by vast differences in age, status, and background between students and teachers. A peer tutor can may possible communicate more easily with a student”. Therefore, peer tutoring has advantages of teaching in multi-level large classes.
It creates communicative opportunities as well as additional motivation for learning. Also, the teachers do not have to have difficulties in management and organization of large classes. In addition, I have been teaching English in University of Economic and Technical Industries (UNETI) for at least three years. I realize similar issues also have appeared in UNETI, which encourages me to conduct the study “Teaching writing in large classes through peer tutoring in UNETI” 2.
Aims of the study This study was aimed to: (1) Examine the current situations of using peer tutoring to teach large writing classes. (2) Examine the advantages of use of peer tutoring in large writing classes. (3) Examine the difficulties of use of peer tutoring in large writing classes 3. Research questions The study was carried out in order to find out the answers to 2 research questions LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2 (1) How has peer tutoring been used in large writing classes in UNETI? (2) What are advantages of use of peer tutoring in large writing classes? (3) What are difficulties of use of peer tutoring in large writing classes? 4.
Scope of the study The study is focused on only second-year college students whose major is economics and electricity because most of these classes are large classes of 60-100 students. Yet, the study results cannot be true to all Vietnamese universities with large classes. Thus, my suggestions of large writing classes though peer tutoring are only appropriate for second- year college students. Method of the study Both quantitative and qualitative methods are employed to carry out the study.
With the aim of increasing validity and reliability of the data collected, the survey questionnaires will be delivered. The purpose of the survey is to collect data about the current situation of use of peer tutoring in large writing classes. Classroom observations were conducted in two different classes. After that, the interviews with two teachers were done to clarify aspects which were inadequate and vague in the survey questionnaires.
Significance of the study It is hope that the study will help to better my own teaching and give the colleagues at UNETI and those whose are concerned with current situations, advantages and difficulties of using peer tutoring in large writing classes. Design of the study The study is comprised of three parts. Part A - Introduction provides a brief introduction of the study. Part B– Development which is the main part is divided into 3 chapters.
Chapter 1 – Literature review reviews the literature relevant to the study including aspects of teaching writing and peer revision. Chapter 2 – Methodology is a detailed discussion of the method used in the study encompassing the justification for using action research, the context of the study, the LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 3 intervention, data collection instruments, data collection procedure, and data analysis methods. Chapter 3 – Data analysis, findings present significant findings of the study,. It describes how collected data is analyzed and presented.
Chapter 4: Recommendation provides recommendations for better teaching and learning English writing skill through peer tutoring in large classes. Part C – Conclusion summarizes the main issues addressed in the study. Some limitations of the study that serve as the basis for the researcher’s suggestions for further study were also pointed out in this part. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 4 PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW This chapter provides the theoretical background for the study.
It covers theories related to teaching writing, large classes and peer tutoring.