BỘ GIÁO DỤC VÀ ĐÀO TẠO TRUONG ĐẠI HỌC SU PHAM THÀNH PHO HO CHÍ MINH THE EFFECTS OF PEER ASSESSMENT ON EFL STUDENTS’ WRITING PERFORMANCE AT A LOWER SECONDARY SCHOOL IN TIEN GIANG PROVINCE LUAN VAN THAC Si KHOA HOC GIAO DUC Thành phố Hồ Chí Minh — 2022 Trần Hồng Cánh THE EFFECTS OF PEER ASSESSMENT ON EFL STUDENTS’ WRITING PERFORMANCE AT A LOWER SECONDARY SCHOOL IN TIEN GIANG PROVINCE Chuyên ngành: Lý luận và phương pháp day học bộ môn tiếng Anh Mã số: 8140111 LUẬN VĂN THẠC SĨ KHOA HỌC GIÁO DỤC NGƯỜI HƯỚNG DÁN KHOA HỌC: PGS.TS NGUYEN THANH TÙNG Thành phố H6 Chí Minh — 2022 LỜI CAM ĐOAN Tôi xin xác nhận rằng luận văn này có nhan đề “The Effects of Peer Assessment on EFL Students’ Writing Performance at a Lower Secondary School in Tien Giang Province” là công trình nghiên cứu của riêng tôi nhằm đáp ứng yêu cau đối với băng thạc sĩ tại Đại học Sư phạm Thành phó Hỗ Chí Minh. Ngoài việc trích dẫn được thực hiện trong văn bản của luận văn này thì không có tai liệu được công bố ở nơi khác hoặc được trích xuất toàn bộ hoặc một phân từ luận văn mà tôi đã đủ điều kiện hoặc được cấp bằng tốt nghiệp khác. Không có công trình nào của người khác được sử dụng mà không có sự thừa nhận trong văn bản chính của luận văn. Luận án văn chưa được nộp lay bằng cấp nào ở bat kỳ cơ sở giáo dục đại học nảo khác.
Thanh pho Hỗ Chí Minh, thang 12 năm 2022 Tran Hồng Cảnh STATEMENT OF AUTHORSHIP I hereby certify that this thesis entitled “The Effects of Peer Assessment on EFL Students’ Writing Performance at a Lower Secondary School in Tien Giang Province” is my own research in fulfillment of the requirement for the M.A degree at Ho Chi Minh City University of Education. Apart from where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which | have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgement in the main text of the thesis. This thesis has not been submitted for any degree in any other tertiary institution.
Ho Chi Minh City, October, 2022 Tran Hồng Cánh LỜI CẢM ƠN Việc hoan thành luận văn thạc sĩ nay sẽ không thé thực hiện được néu không có sự hỗ trợ, giúp đỡ và động viên của những người sau day mà tôi muốn nhân cơ hội nay đề bày tỏ lòng biết ơn sâu sắc nhất. Lời đầu tiên, tôi xin chân thành cảm ơn giảng viên hướng dẫn PGS.TS Nguyễn Thanh Tùng vi đã tận tình hỗ trợ kịp thời, hướng dẫn tận tinh va những phản hôi phản biện quý báu trong suốt quá trình nghiên cứu, đó 1a động lực to lớn thúc day tôi nỗ lực ngay từ khi bắt dau cho đến khi kết thúc nghiên cứu này. Ngoài ra, tôi xin chân thảnh cảm ơn thây hiệu trưởng, các đồng nghiệp tô tiếng Anh trường THCS Lê Ngọc Hân đã cung cấp cho em nguồn tri thức vô giá, các em học sinh đã giúp đỡ tôi rất nhiều và sẵn sang tham gia trong cuộc khảo sat trong suốt quá trình nghiên cứu của tôi. Hon nữa, tôi v6 cùng cảm ơn các giảng viên, bạn bẻ vả các bạn cùng lớp da có những ý kiến đóng góp quý báu, những lời phê bình thăng thắn, sự quan tâm sâu sắc và những lời động viên kịp thời đã tạo tiền dé cho tôi hoàn thành luận văn.
Cuỗi củng nhưng không kém phan quan trọng, tôi vô cùng cảm ơn gia đình thân yêu của tôi vì đã tận tình và động viên tôi trong suốt thời gian tôi tham gia khóa học này và hoàn thành luận văn. ACKNOWLEDGEMENTS The fulfillment of this M. thesis would not have been possible without the support, assistance, and encouragement of the following people to whom I would like to take this opportunity to express my deepest gratitude. First of all, I am sincerely grateful to my supervisor, Assoc.
Nguyen Thanh Tung, for his dedication to providing the timely support, wholehearted guidance, and valuable critical feedback during the study, which serves as a tremendous driving force for my endeavor right from the start to the end of this study, Additionally, I would like to acknowledge my sincere thanks to the headmaster, the colleagues of the English Group at Le Ngoc Han Lower Secondary School who provided me with invaluable sources of intellectual knowledge, and the students who greatly assisted me and showed willingness in taking part in the survey during my study, Furthermore, | am deeply indebted to my lecturers, friends and classmates for their valuable comments, straightforward criticism, great interest, and timely encouragement which paved the way for my thesis completion. Last but not least, | owe a significant debt of thanks to my beloved family for their devotion and encouragement during the time I took this course and fulfilled the thesis. TABLE OF CONTENTS LOI CAM DOAN STATEMENT OF AUTHORSHIP LOI CAM ON ACKNOWLEDGEMENTS TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES LIST OF CHARTS KT RAG Wisscsssnstassasssssassssacaresscsacssssssasnsacsseaassasccsssagansatassaacsansasasas 1 CHAPTER 1: INTRODUCTION.1 Background to the SUUỦY. HS cH n0 kh HH nà vảy 2 I,3:6taternenf:ofithieipToĐÏ6TB:.3 Research aims, research questions and research hypotheses.
4 1) 4 Significance Of the Study «.:::caiscaseccaesesaceaesezszcarsssszcezeceaesesscensssoussaszeazaceassenaceae: 4 II;SiStueblfe:0f the SUG :cooiosiioaiiatitioiiiiti041141106133331611335358533833885558ã53ã85580388 5 CHAPTER 2: LITERATURE REVIEW sissssssssissssssssssssassssssasssssssscssssssesasssassassesass 7 2:I Concept Of Peer ASSESSIMENE asssiscssssssssssisassssasssssssacssasssasssazveasssaasssstsaassacseseisases 7 2.1 Definition of peer ass€ssien(.2 Main functions of peer assessmeni.3 Theories underlying peer aSS€SSIm€n(,.2 Benefits of peer assessment In WTILIEE. SH 10 2:21) AM OVELVIEW OL WIIDE:ii:coccioniiicniiegiinSE0251285512613535120355663586456355561595655655 566 10 2.1 Defimition Of WTrifing. cán HH 0016648640086 156 10 2:2:1:2 Components: OF WHUNG sccsiccisscsisasssaassssasoasssaaseaszsasssasssessseassvasseacssaaiens 10 2.3 Writing a§S€SSI€TI. ch HH HH nhà ngào 12 2.2 PEON ASSOSSTNGNE ANG WING 5 ascssssissszssscicsszssisesasssasssscsssvzcassesssesisesasssaiess 11 2.1 The positive effects of peer assessment on students’ writing DBTTOGHHRIIÔ:.2 The positive effects of peer assessment on students’ attitudes towards their learning Writing .3 Strategies for using pecr assCSSMENE in WTIting.3 Procedure of applying peer assessment in teaching and learning writing.1 Principles of applying peer assessment in writing cÏasses.2 Stages of applying peer assessment in writing classes under the paradigm Of process WTIẨÏNE.
HH HH ng ng nen 20 2.4 Students’ attitudes in language learning. ác 24 2:5 Empirical SfUÌ€S::::::::::cccccccooioiiiniiisiiisiioagi5615251115112318036156515355543156318625565158888885 24 2.scsscossseessecsssesssesssesssssssosssscssnesseessansssasssossscsssensensssanssnosszes 24 CHAPTER 3: RESEARCH METHODOLOGY .ccscssessesssnersneereeeeseeneneeneenees 28 S/IIIRESEäTGH(RÌÍỂsanssaipstipainisatii1i1041012000501031813182600240002008ã810558058884393838132938850838858888E 28 3:2 đTUGIDSHES:¿::-¿::62555501125162615932124536235845359835835143339535E6538995186359538983:04938535941385:g988508 30 3.3 Research design and methodology .1 Lesson plan for the experimental group.2 Lesson plan for the control grOupp.------«ccc<xseeeseersrreree 33 Di Fe D 1SIUICTẨS:siiszsnsstiizsii2iti1i6511211035138113311153114485333815315855855838359388853868358858858 34 BiB Dbl TOSS) so ssccesecvessasscsasecssseasevescesesseasessasaasseasssssssosscvessassssaseseseecesteassaeaseusese 34 3:53:32! QUESHOUN AIRE: siossisoiosiiooiostiiiniistiiii114104312313533101336818834565385343843556ã5588 35 3.4 Procedure of the Studly.csccssscsssssssscssscssnasssessssssnnsssncsssssssesssssssesssessons 36 3:3:5 Ethical iSSues csciscisssassasisoasessesoasesscseasssasssassestsnastsaaveacssaaveasaveavzvatsensesacieas 37 3. HH HH ng KH TH Hàn LH tà 38 SA TöSES:::.:::¿:::z:iccii23i212112421012322311691552212653583516355883583338835658328683585532333238585880351628 38 3,4:2'UGSH0DHHRBITỂ:iaoiatiiaoiisiiostiosiiiaitE111210165150511121165511341365365548151855556558853685185E 41 3:5 Validity and iPohiabihity: .- -- - 11111111 12101111011 1 1S ngàng X0 42 3:6 Chap ter SUIffIATY:::::ccziesiieiiiiiiisiiii511111111140151311333143138551435312913332513358555858 43 CHAPTER 4: DATA ANALYSIS AND DISCUSSION OF FINDINGS. 42 Al DAata:an8ÌYSÌS:cicieeioeoiosiissiiosgiissii25315511241158551631885858358583535855355853395555553056155ã6536 42 4.2 Discussion Of [inding§.
ch SH nh H1 1n HH Hư, 52 A'3) Chapter SITHIIIATV:::::::;::::::::::22:22212222222112213252125210653253546355533333538253223534338535522353838 $2 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS.1 Major conclusions of the stUdy. --- sàng HH ng 56 5.2 Evaluation of the research methodology -.cccecceeceeesenecseeeeeeeeneenreeeneenees 37 S1:11I(IGIHELÏÌS::¿:::2;22:;2225022512015943502338233E2314536525564381433924gEg33925962381g338848384385.83034g328 57 Dee WWCARTROSSES caeszatscasscassenasevasseasvesssraacossexsstseasaessssasspaszeaeesaystasaseatsesseesureaiiesd 37 5. - HH nà 012 Hàng tt tt 60 2:3:1 POP ĐE3GÌĐTS:::i::i:csii22102221153022111231553514313113312333833553353535335135359535835353593552353834 60 Did2 POP /SIQDSL:itiggi1510556118410211116131433381316316833103)38840545589338393893883130131981385833833064 59 5.4 Suggestions for further research .ssccsssecsscssseesscssscsssescsscssseasecsssessees 60 5:5' CHAP ter SUIHDTY:::coccooooniisiineiiistG045120110061213315318551385655615606186555655585588688663 68 60 REEFERENGCES. HH HH TH HH TH TH HH TH ng 080000800 100801800801.
63 Appendix: 1: QuesHöDHiT::.:::‹::::c-:::-:::cccscpic0i2S002500221202012381220306511033502386515838 8856 74 Appendix 2: Pre-t€S(.- c1 SH HH HH HH TH HH Hà HH nàn Hiên 80 Appendix.::s:::scii2tiit2iicccccc21123113311235338585540534553553331368355553555 85.5 se2 81 Appendix 4: Rubrics for writing valuation .cccccsseceeeeeeeneeeseeseneetereeeereares 82 Appendix 5: Evaluation form for the pre-test and post-t€sf.-‹ 83 Appendix 6: Paragraph writing checkliSt. «s2 84 Apppendix 7: Lesson plan for the experimental group.----<<x<<+ 85 Apppendix 8: Lesson plan for the control group uo. ceeceeccseeceeeseeeceeeseneeaeees 91 Appendix 9: Pre-test scores of EG and CG. (SH Hư 95 Appendix 10: Post-test scores of EG and CÓ.---s se csXseeerrerrrerree 97 Appendix 11: Pre- and post-test scores of EG after being averaged.
99 Appendix 12: Pre- and post-test scores of CG aafter being averaged. 101 Appendix 13: [tem=<totall statistics .scsssissesssssissasssssssassossscssiesssseavssstseassssssossssesis 103 LIST OF ABBREVIATIONS PA Peer Assessment EFL English as a Foreign Language CG Control group EG Experimental group LIST OF TABLES Table 2. Correction codes indicating error types for corrective feedback (Finocchiaro & Bonomo, 1987). Description of participants’ characteristics.
Specific objectives Of each UNIC. cc cecseeeeseeseeeesecsesseeeeeeeeeeteeeeeeeees 31 Table 3. Procedure Of the $tMY. 2ó HH Hán nh kiện 36 Table 3.
Cronbach's Alpha coefficien(.cce-ce-ecsee 41 Table 4. Pearson Correlations Of Dr€-LÈSL. cv se 42 Table 4. Descriptive statistics of pre-test scores for two #Toups.4, Independent samples t-test on the pre-test of the CG and EG.
Tests of normality in the pre-test scores of the CG and EG. Pearson Correlations Of post-test. cece eeeeceeeceeeeeteeesseueseaeeeeeeeeeees 45 Table 4.6, Descriptive statistics of post-test scores for (WO #TOUDS. Independent samples t-test on the post-test of the CG and EG.8, Tests of normality in the post-test’s scores of the CG and EG.
Students’ attitudes towards peer assessment in English writing CI BSSOS Fi sccscsssessassaussesuacsuvesasesssesisessseassvesasesasssuvaaisnassnavasesussaiveassnasseassna 49 Table 4. Students’ attitudes towards the contributions of peer assessment to the improvement of their writing performance.- 51 LIST OF FIGURES Figure 2. Desired characteristics of criteria for classroom rubrics (Brookhart: 2013) ssscsisssissssssssisasssasasosssosssssassasseassseassassvoavsoasssavssaiseaaive 15 Figure 2. Advantages and disadvantages of different types of rubrics (Brookhart: 2013)) sscssisssssssssssssscsssaccssassssassacssaveserasasssasssoatsssaseasssassseese0 16 Figure 2.3: The framework of applying PA in writing Classes v0.0: eee 23 LIST OF CHARTS Chart 4.
Distribution of pre-test scores of the EG and CG Chart 4. Distribution of post-test scores of the EG and CG. eects ABSTRACT A vast majority of EFL students encounter difficulties in learning writing in the target language on account of the differences in their background knowledge, their lack of appropriate strategies in learning writing and so forth and students at lower secondary schools are not an exception. To address this problem, this study was conducted to investigate the effects of peer assessment (PA) on EFL lower secondary school students’ writing performance in line with a quantitalive quasi- experimental design of research.
Accordingly, 100 students at Le Ngoc Han Lower Secondary School were assigned into a control and experimental group. The students in the experimental group were treated with PA while those in the control group were instructed with the traditional method. Data were collected in the form of a pre- and post-test to measure the students’ writing performance before and after the treatment, and a Likert-scale questionnaire with 20 closed-ended questions to investigate their attitudes towards PA in their learning writing and then the data were analyzed with the help of the software SPSS. Specifically, an independent samples t-test was used in the pre-test to measure the means of the control and experimental groups to decide if there was any difference in the writing performance in both groups before the experiment and in the post-test to compare both groups to examine if the experimental group made any progress in its writing performance after the experiment in comparison with the control group.
Regarding the questionnaire, the mean value, minimum, maximum, and standard deviation of each statement were calculated. The findings of the study uncovered that PA considerably improved EFL students’ writing ability and a large number of the students had positive attitudes towards PA in their learning writing. The findings could hopefully lay foundation for English teachers’ implementation of PA in teaching writing in lower secondary schools to enhance their students’ writing performance.