VIETNAM NATIONAL UNIVERSTTY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES SYS SES fe 24g 248 2B fe 2s 248 28 oI fe 2s 28 28 OK i ok ok USING PEER FEEDBACK IN DEVELOPING WRITING SKILLS FOR GRADE 10 STUDENTS AT A HIGH SCHOOL IN BAC GIANG PROVINCE (Sử dung biện pháp nhận xét chéo nhằm phat triển kỹ năng viết cho học sinh lớp 10 ở một trường THPT tại tỉnh Bắc Giang) M. MINOR PROGRAMME THESIS : English Teaching Methodology : 8140231.01 Hanoi- 2024 VIETNAM NATIONAL UNIVERSTTY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES SYS SIS 248 248 OB fe 24s 248 28 OE fs 2s 248 oI os 2 ok ok USING PEER FEEDBACK IN DEVELOPING WRITING SKILLS FOR GRADE 10 STUDENTS AT A HIGH SCHOOL IN BAC GIANG PROVINCE (Sử dung biện pháp nhận xét chéo nhằm phat triển kỹ năng viết cho học sinh lớp 10 ở một trường THPT tại tỉnh Bắc Giang) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231. Vũ Thị Thanh Nhã Hanoi- 2024 DECLARATION OF ORIGINALITY I declare that the thesis entitled “Using peer feedback in developing writing skills for grade 10 students at a high school in Bac Giang Province” 1s the result of my own research for the Degree of Master at the University of Languages and International Studies, Viet Nam National University.
Except for quotations and citations, which have been acknowledged, this thesis does not contain published materials and credited thesis. Ha Noi, 2024 Pham Thi Hién Luong Approved by SUPERVISOR Dr. Vũ Thị Thanh Nhã Date: ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor Dr. Vũ Thi Thanh Nha, for her constructive guidance, ongoing support, and invaluable advice and encouragement, without which the thesis would not have been completed.
I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and International 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 involved in my study who has helped me enthusiastically in writing lessons by applying the new technique and doing questionnaire carefully. Finally, from the bottom of my heart, I would also like to express my deep gratitude and love to my family and my friends who gave me time and encouraged me to complete this study. ii ABSTRACT This action research aims to investigate how peer feedback is implemented to develop students’ writing skills for grade 10 students at a high school, and to find out their attitudes towards this new technique.
This study was conducted in an upper secondary school in Bac Giang with 40 grade 10 students in a class. The data were collected by means of observation and questionnaire. Peer feedback was done using two different procedures in which the students did the correction in class and at home. During the implementation, the students experienced some beneficial adjustments in their learning process in class.
In addition, the study also revealed that most of the students expressed positive attitudes toward this new technique. Some pedagogical implications, limitations, and suggestions for further studies were included in this study. iii TABLE OF CONTENTS DECLARATION OF ORIGINALITY .- Ú- - HH HT Ho ng nàn il ABSTRACT ooo. 11 LISTS OF TABLES 10.
vi LISTS OF EFIGURES. HH HH TH HH Hung nành, vi CHAPTER 1. Aims and objectives of the Study. Scope Of the Study.
Significance of the SfUY.- - -- G11 SH HH TH HH ng 3 1. Structure of the tÏh€SIS.- - 6 + s1 9 vn nh ng cưy 5 CHAPTER 2. LH HHHHHH He, 6 2. Peer Feedback Technique .- - s6 <6 3E E991 9 vn ng rey 9 2.
The reasons for using peer feedbacK. Implementing peer feedback in writing cÏaSS. -- -- «11T HH kg 14 "oan. GÀ SH ng re 18 3.-- --- + 1k TH nh HH nh nh 18 3.
Teaching writing to Grade 10 students in Vietnam. Data colπCfIOII .- 5 5 111 TT TH tt 23 3. Data collection procedure. RESEARCH FINDINGS AND DISCUSSION.
Response to Research Question 1: How is peer feedback applied to teaching Writing? oe ee eeseesecesecestecsseceseceseeeseeceseceseceseeseecesecsseeeneeeeseesaeeeaeeeas 27 4. Response to Research Question 2: What are students’ attitudes towards peer written feedbaC??. - 2G G11 nh TH nu HH HH TH cư 40 CHAPTER 5. Recapitulations of main findings .- - --- -- --s++++ss+++ee+seeeeeseerexs 43 5.
Implications for teaching writing using peer feedback. Limitations and recommendations for further research.-- - - Ăn TH TT TH TH TH TH Hết I APPENDIX 2. - -- Án TH TH TH TH HH TH TH nh V APPENDIX3 0. VI APPENDIX 4 TA.
Vill dd») PS.- Gà HH TH TH nu HT HH HH re XI APPENDIX 7 ooo. eeceeccesssseeeseeseceseeseeceeseeceesecssessecsaeeseceaesaeeeeesaeeeeeaeeneeeaeesees XIV LISTS OF TABLES Table 4. Student’s performance in Writing Process. Student’s attitude towards the benefits of peer feedback.
36 LISTS OF FIGURES Figure 4. The Frequency of Giving COTTeCfIOIS. Students’ confidence in giving feedback. Students’ activeness in asking for clarIfication.
Students were at ease in giving and receiving peer feedback. The students' feeling difficulty in doing peer feedback. Student’s general attitude towards using peer feedback. Students’ interest in writing lessons which applied the new CECHNIQUE122.
Different opinions of students about the benefits of peer feedback. How Challenging Peer Feedback for the Students. The Students’ Preference on the Implementation of Peer se 277. INTRODUCTION This introductory chapter presents the rationale of the study, the aims and objectives, the scope, the significance, the method, and the structure of the thesis.
Rationale for the study Writing has been widely regarded as an essential but challenging skill in the teaching and learning of English. The curriculum of high school expects the students to be able to master the writing ability, particularly writing the paragraphs and texts. However, students usually find difficulties in writing in English. Their problem usually derives from their lack of finding ideas and writing correctly in English.
Davies and Pearse (2002) stated that errors are an unavoidable part of the learning process. Errors also reflect what students are trying to achieve, what problems they are having, and what they should focus on to improve (Lavery, 2001). As a result, giving feedback to students’ work is considered effective in improving students’ writing skills. Apparently, there are many various techniques of feedback in writing, such as teachers' written feedback, self-correction, peer feedback, and so on.
Peer feedback is a technique in which learners consider other's sources of information and interact by taking responsibility as formally trained teachers, tutors, or editors in giving comments and critiquing each other's written drafts in two formats (written and oral) (Liu and Hansen, 2002). Gonca & Eksi (2012) asserted that peer feedback can assist because it provides students with many options to consider when revising their compositions. Although peer feedback has been shown to be useful in both teaching and learning English, it has received little attention in high school writing classes. Traditionally, the teachers usually applied the typical approach in their writing classes where the teachers play an important role in giving feedback to students' writing.
However, with a really large size of class (40 to 50 students), the teacher has to do enormous work to complete the marking and correcting tasks, which is a time-consuming and stressful job. Besides, these procedures sometimes were incapable of involving the students in the learning process and activities. The teaching-learning process was not quite encouraging the students to learn writing since the lessons did not attract their interest. Moreover, the teacher rarely used group or pair work which can help the students to get chances to improve themselves.
The traditional approach has not fully encouraged and developed students’ writing abilities. Hence, it is necessary to find a beneficial approach that not only could partly reduce the pressure and stress for the teacher but also could open up opportunities for students to promote the skill of recognizing and correcting mistakes simultaneously. One of the effective suggestions is designing writing activities through peer feedback. In my opinion, the more that students read and comment on one another's writing, the more opportunities they interact and improve their social relations, boost their self-confidence and motivation as well.
Students could then gain a lot from the mistakes of their peers. Because of this, employing peer feedback could make writing lessons more interesting and effective. Since the benefits of peer feedback technique in improving students’ writing ability are proven in many different studies, peer feedback is applied and incorporated in writing curriculum in many different schools and universities not only in the world but also in Vietnam. Unfortunately, my school has not yet identified the peer feedback’s value in teaching writing skills for students.
The traditional writing teaching method is still applied as the typical approach in writing classes where the instructors play an important role in giving feedback to students’ writing. Not all of the students could receive feedback that reflects all aspects and problems of their writing from the teacher. Students become more passive and show their lack of interest in learning writing skills. They are usually tired of English lessons and are often under high pressure of writing.
Consequently, it is crucial to find an effective method to improve the students’ performance in writing skills as well as gain student’s interest and diversify writing class activities. That is the reason why I decided to work on “Using peer feedback in developing writing skills for grade 10 students at a high school in Bac Giang Province” for my thesis. Aims and objectives of the study The aim of this research is to find out whether applying peer feedback in a particular class can improve the students’ writing skills. This aim of the research is reflected in the following objectives.
Firstly, this study looked at how peer feedback is performed in writing classes to develop students’ writing skills. Secondly, it also explored the students’ perspectives on the application of peer feedback. The third objective is to propose some implications for teaching and learning using peer feedback and provide some suggestions for further study. To achieve the objectives, this research determined the answers to the following questions: 1) How is peer feedback applied to teaching writing? 2) What are students' attitudes towards peer feedback? 1.
Scope of the study Within the framework of a minor thesis and the time constraint, this study only focuses on peer feedback in writing texts among the grade 10 students in writing lessons at a high school in Bac Giang Province. Significance of the study Theoretically, writing is the most prominent skills that language learners need to learn as an essential component of their academic practice and later on in their professional life, which partially explains why teaching writing has prompted a good deal of research that covers various aspects of its broad instructional contexts. Therefore, this study mentions a method- peer written feedback and tries to find out whether feedback is crucial to the teaching and learning of writing. Practically, the present study was expected to be beneficial to both teachers and students.
Firstly, students could experience new ways of learning writing in which they practice giving and receiving comments about their writing. In other words, they could improve their writing skill based on the effect of this process. Obviously, when students read their peers’ writings, they not only help their peers recognize and correct mistakes but also become more critical writers. Furthermore, the researcher hopes that students will have more interest and motivation in writing texts to acquire proficiency in this skill.